The Role of Transformational Leadership in Shaping Teachers Performance: A Sequential Explanatory Analysis

Abstract

Declining teaching performance is distressing. The impact of educational leadership on teachers as followers and the analysis of the convergence and divergence between quantitative and qualitative findings on this impact were examined. Sequential method was employed. A total of 377 samples and 9 study participants were surveyed and interviewed respectively and analyzed using multiple linear regression, and thematic approach. Results showed that transformational leadership has weak (20.4%) but significantly positive influence on teacher performance. School heads use transformational leadership practices shaping the performance of teachers as followers through structural, motivational, relational, and professional growth dimensions. The convergence explains that there are indicators of leadership not substantiated by the emerging sub-themes. School leaders may implement programs that strengthen transformational leadership to improve teaching performance, while future research may replicate the quantitative study using only the converged indicators and further explore the convergence through qualitative methods to strengthen transformational leadership theory.