Teacher Perception of Principals’ Transformational Leadership and the SelfEfficacy of Teachers in Selected All-Female Schools in Saudi Arabia

Abstract

A number of scholars have addressed the relationship between transformational leadership style and teacher self-efficacy, indicating that teachers display increased levels of selfefficacy when working under the direction of a principal who practices transformational leadership. This quantitative, non-experimental study design examined the transformational leadership qualities of school principals as perceived by female educators teaching in all-female public schools located within a single school district in Saudi Arabia, as well as how this relationship impacted their sense of self-efficacy. Two survey instruments were used: The Principal Leadership Questionnaire (PLQ), and the Teachers’ Sense of Efficacy Scale (TSES). Resulting data analysis indicated that teachers did perceive that their school leaders’ behavior reflected transformational leadership characteristics. Moreover, the findings from the study confirmed a significant positive correlation between the principals’ transformational leadership and teachers’ self-efficacy. This study is expected to contribute to a greater understanding of the effect of leadership practices on the self-efficacy of teachers, with a corollary understanding of how this relationship may enhance educational outcomes for students