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IMPACT OF TRANSFORMATIONAL LEADERSHIP
STYLES OF PRINCIPALS ON JOB SATISFACTION
OF SECONDARY SCHOOL TEACHERS
By
MUSHTAQ AHMAD
Registration No.113-NUN-0419
Submitted in partial fulfillment of the requirements for the degree of
Doctor of Philosophy
in
Education
FACULTY OF ARTS AND SOCIAL SCIENCES
NORTHERN UNIVERSITY, NOWSHERA,
PAKISTAN – 2017
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DEDICATED
TO
My beloved parents, wife and children - the love of my life!
Brothers, sisters, teachers and friends, who had always been kind,
And a source of inspiration for me
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TABLE OF CONTENTS
Acknowledgements xvii
Abstract xviii
Chapter 1: INTRODUCTION 1
1.1 STATEMENT OF THE PROBLEM 4
1.2 OBJECTIVES OF THE STUDY 4
1.3 HYPOTHESES OF THE STUDY 5
1.4 SIGNIFICANCE OF THE STUDY 5
1.5 DELIMITATIONS OF THE STUDY 6
1.6 METHOD AND PROCEDURE 6
1.6.1 Population 7
1.6.2 Sample 7
1.6.3 Research Instruments 8
1.6.4 Data Collection 8
1.6.5 Analysis of Data 9
Chapter 2: REVIEW OF RELATED LITERATURE 11
2.1 CONTEXT OF THE STUDY 11
2.2 OPERATIONAL DEFINITIONS 12
2.2.1 Leader 12
2.2.2 Leadership 12
2.2.3 Transformational Leadership 13
2.2.4 Job Satisfaction 13
2.2.5 Government High School 14
2.2.6 Government Higher Secondary School 14
2.2.7 Principal 14
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2.2.8 Secondary School Teacher 14
2.3 DEFINITIONS OF LEADERSHIP 14
2.4 PROBLEMS WITH LEADERSHIP 17
2.5 WHO ARE LEADERS? 19
2.6 LEADERS OF THE FUTURE 20
2.7 THEORIES/ APPROACHES TO LEADERSHIP 20
2.7.1 The Trait Approach 21
2.7.1.1 Gordon Allport’s personality theory 23
2.7.1.2 Eysenck’s theory of personality 23
2.7.1.3 Cattell's personality theory 23
2.7.1.4 Criticism 24
2.7.2 Behavioral Process 24
2.7.2.1 The Research study of Ohio State University 24
2.7.2.2 Research study by University of Michigan 25
2.7.2.3 The Managerial Grid Network 25
2.7.2.4 Criticism 26
2.7.3 Situational/Contingency Approach 26
2.7.3.1 Fiedler’s leadership contingency theory 26
2.7.3.2 Path – Goal theory 27
2.7.3.3 Criticism 27
2.7.4 New Leadership Approach 28
2.7.4.1 Charismatic (Magnetic) leadership theory 28
2.7.4.2 Transactional and TL theory 30
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2.8 TRANSFORMATIONAL LEADERSHIP 34
2.9 THE THEORY OF TRANSFORMATIONAL LEADERSHIP 38
2.10 COMPONENTS OF TRANSFORMATIONAL LEADERSHIP 39
2.10.1 Idealized Influence (II) / Effect through ideas 40
2.10.2 Inspirational Motivation/ (willingness to work) 42
2.10.3 Intellectual Stimulation/ (Academic Arousal) 44
2.10.4 Individualized Consideration 45
2.11 CONTRIBUTION OF TRANSFORMATIONAL LEADERSHIP
THEORY IN EDUCATION 47
2.12 EVIDENCES OF THE EFFECTS OF TRANSFORMATIONAL
LEADERSHIP IN EDUCATION 48
2.13 LEADERSHIP INSTRUMENT 48
2.14 RESEARCHES ON TRANSFORMATIONAL LEADERSHIP
STYLE 51
2.15 TRANSFORMATIONAL PRACTICES OF HEAD AND THE
FOLLOWERS SATISFACTION 55
2.16 STRENGTH OF TRANSFORMATIONAL LEADERSHIP 57
2.17 DEFINITIONS OF JOB SATISFACTION 58
2.18 ELEMENTS OF JOB SATISFACTION 62
2.19 APPROACHES REGARDING JOB SATISFACTION 63
2.19.1 Content Theory 64
2.19.2 Process Theory 64
2.20 JOB SATISFACTION INSTRUMENT 64
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2.21 RESEARCH ON JOB SATISFACTION 65
2.21.1 Genetic Elements/ factors 65
2.21.2 Personality Disposition 66
2.21.3 Gender 66
2.21.4 Leadership 66
2.21.5 Job Satisfaction 66
2.22 RESEARCHES ON LEADERSHIP PRACTICES AND JOB
SATISFACTION 67
2.23 PAKISTAN EDUCATION SYSTEM 68
2.24 EDUCATIONAL MANAGEMENT 68
2.25 PRINCIPALS AS LEADERS 69
2.26 EDUCATIONAL LEADERSHIP 70
2.27 FOLLOWERS 71
2.28 THE RELATION BETWEEN PRINCIPALS AND TEACHERS 72
Chapter 3: METHOD AND PROCEDURE 74
3.1 POPULATION 74
3.2 SAMPLE 75
3.3 RESEARCH INSTRUMENTS 78
3.3.1 Multifactor Leadership Questionnaire Instrument 78
3.3.2 Reliabilities Measures of the Dimensions of TL 79
3.3.3 Job Satisfaction Survey Instrument 80
3.3.4 Reliability of Job Satisfaction Survey 81
3.3.5 Development and Validity of the Research Instruments 82
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3.4 DATA COLLECTION 83
3.5 ANALYSIS OF DATA 84
Chapter 4: ANALYSIS AND INTERPRETATION OF DATA 89
4.1 RESULTS 89
4.1.1 Null Hypotheses Tests 90
4.1.2 Descriptive Statistics 138
4.1.3 Alternative Hypotheses Tests 143
DISCUSSION 150
Chapter 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 159
5.1 SUMMARY 159
5.2 CONCLUSIONS 163
5.3 RECOMMENDATIONS 166
5.4 DIRECTIONS FOR THE FUTURE RESEARCH 167
BIBLIOGRAPHY 169
APPENDICES 180
A MULTIFACTOR LEADERSHIP QUESTIONNAIRE 180
B JOB SATISFACTION SURVEY 183
C LIST OF EXPERTS FOR INSTRUMENTS REVIEW 185
D PERMISSION FOR USING QUESTIONNAIRE 186
E LIST OF FOCAL PERSONS 187
E LIST OF VISITED SCHOOLS 188
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LIST OF TABLES
No. Page No.
1 Sample I (Working Teachers) 76
2 Sample II (Student Teachers) 77
3 Distribution of Multifactor Leadership Questionnaire items 78
4 Cronbach’s Alpha of transformational leadership attributes 80
5 Cronbach’s coefficient alpha of various dimensions of job satisfaction 82
6 My principal talks about his most important believes and values 90
7 My principal injects inspiration in me for being connected with him 90
8 My principal expresses his views positively about the future 91
9 My principal re-examines crucial assumptions to question if they are
suitable 92
10 My principal spends time in teaching and guiding 92
11 My principal mentions the importance of having a strong sense and
Commitment for purpose 93
12 My principal prefers team interest than self interest 94
13 My principal is a person who talks zest and zeal about what needs to be accomplished
94
14 My principal seeks various aspects when solving problems 95
15 My principal extends his hands of co-operation to all
Co-workers equally 96
16 My principal keeps in mind the ethical and moral consequences
of decisions 96
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17 My principal follows different ways that make others to respect him 97
18 My principal presents an interesting and attractive vision of the future 98
19 My principal observe problems with different angles 98
20 My principal treats the individuals with their peculiar and different
Abilities 99
21 He believes in the collective accomplishment of mission 100
22 He exhibits a sense of confidence and power 100
23 He is objectives oriented 101
24 My principal recommends new innovations for the completion
of assigned tasks 102
25 My principal helps in the development of my strengths/qualities 102
26 I feel I am being paid a fair amount for the work I do 103
27 My principal is quite competent in doing his job 104
28 When I do a good job, I receive the recognition for it that I should receive 104
29 I like the people I work with 105
30 Communications seem good within this organization 106
31 Those that do well on the job stand a fair chance of being promoted 106
32 The benefits we receive are as good as most other organizations offer 107
33 My efforts to do a good job are seldom blocked by red tape 108
34 I like doing the things I do at work 108
35 People get ahead as fast here as they do in other places 109
36 The benefit package we have is equitable 110
37 I enjoy my coworkers 110
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38 I feel a sense of pride in doing my job 111
39 I feel satisfaction with my chances for salary increases 112
40 I like my principal 112
41 I am satisfied with my chances for promotion 113
42 My job is enjoyable 114
43 There is really too little chance for promotion on my job 114
44 I am not satisfied with the benefits I receive 115
45 Many of our rules and procedures make doing a good job difficult 116
46 I sometime feel my job is meaningless 116
47 Raises are too few and far between 117
48 My principal is unfair to me 118
49 I do not feel that the work I do is appreciated 118
50 I find I have to work harder at my job because of the incompetence of
people I work with 119
51 The goals of this organization are not clear to me 120
52 I feel unappreciated by the organization when I think about what
They pay me 120
53 My principal shows too little interest in the feelings of subordinates 121
54 There are few rewards for those who work here 122
55 I have too much to do at work 122
56 I often feel that I do not know what is going on with the organization 123
57 There are benefits we do not have which we should have 124
58 I have too much paperwork 124
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59 I don't feel my efforts are rewarded the way they should be 125
60 There is too much bickering and fighting at work 126
61 Work assignments are not fully explained 126
62 Transformational Leadership 127
63 Idealized Attribute 128
64 Idealized Behavior 128
65 Inspirational Motivation 129
66 Intellectual Stimulation 130
67 Individualized Consideration 130
68 Job satisfaction 131
69 Pay 132
70 Promotion 132
71 Supervision 133
72 Fringe benefits 134
73 Contingent rewards 134
74 Operating conditions 135
75 Co-worker 136
76 Nature of work 136
77 Communication 137
78 Mean scores, standard deviation for transformational leadership styles
(Working Teachers) 138
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79 Mean scores, standard deviation for transformational leadership styles
(Student Teachers) 139
80 Mean scores, standard deviation for transformational
leadership styles
(Overall) 140
81 Mean, standard deviation for teachers job satisfaction (Working Teachers) 141
82 Mean, standard deviation for teachers’ job satisfaction (Student Teachers) 142
83 Mean, standard deviation for teachers’ job satisfaction (Overall) 143
84 Pearson correlation for the relationship of transformational leadership
Styles of principals with teachers’ job satisfaction 144
85 Pearson correlation for the relationship of idealized behavior of
Principals with teachers’ job satisfaction 145
86 Pearson correlation for the relationship of idealized attribute of
Principals with teachers’ job satisfaction 146
87 Pearson correlation for the relationship of inspirational motivation
Leadership styles of principals with teachers’ job satisfaction 147
88 Pearson correlation for the relationship of intellectual stimulation
Leadership styles of principals with teachers’ job satisfaction 148
89 Pearson correlation for the relationship of individualized consideration
Leadership styles of principals with teachers’ job satisfaction 149
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LIST OF FIGURES
No. Page No.
1 Flowchart of leadership theories 33
2 Research framework 77
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ACKNOWLEDGEMENTS
The researcher is thankful to Almighty ALLAH who bestowed upon him the abilities and
also granted him courage to complete his dissertation.
The researcher pays special thanks to Prof. Dr. R. A. Farooq, whose continued support,
encouragement and expert advices have been there behind his work to complete this research.
His cooperation helped him to achieve the most challenging goal of Ph.D. program. Importantly,
the researcher is indebted to Prof. Dr. Rabia Tabassum for her encouragement, useful
suggestions and sympathetic attitude.
Moreover, the researcher also appreciates the friendly and respectable attitude of his foreign
supervisor Dr. Benjamin Kutsyuruba and friend Mr.Sajjad Ahmad Ph.D. scholar. They helped
and supported the researcher during his stay at Queen’s University Kingston, Canada.
The researcher is deeply thankful to all the experts; Dr. Nazim Ali, Dr. Muhammad Javed,
Dr. Muhammad Ishaq, Dr. Saeed Ullah Jan, Mr. Dilawar Shah and Mr.Izaz Ali for their valuable
suggestions in finalization of research instrument. Researcher is especially thankful to Dr.
Yousaf Hayat, Dr. Eid Akbar Muhib and Iqbal Hussain for their expert assistance and constant
support. The researcher is also thankful to Mr. Maqsood Khan and my fellow Mr. Abdullah for
their help in proofreading of the subject matter of this study. The researcher extends his thanks to
all others who willingly participated in this dissertation. Last but not the least, the researcher
would like the deepest expressions to his parents, wife, kids, brothers, sisters and friends who
always supported and encouraged his educational pursuits.
Mushtaq Ahmad
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ABSTRACT
Much of the fresh literatures on effective schools have been emotionally connected to the
leadership role of the school principals and teachers’ job satisfaction to the achievement of
organizational outcomes. Transformational leadership theory has pitched these relations in a new
perspective where supporters have claimed that transformational leaders are more able to satisfy
their followers to achieve their organizational objectives compared to other styles of leadership.
This study was aimed to determine the impact of transformational leadership styles of principals
on job satisfaction of secondary schools teachers. The major objectives of the study were: (1) to
investigate the level of transformational leadership styles of principals; (2) to identify the level of
job satisfaction among secondary schools teachers and (3) to examine the relationship between
transformational leadership styles of principals and job satisfaction of secondary schools
teachers. To achieve the objectives, the hypotheses were tested. This study was delimited to
secondary schools teachers of government male high and higher secondary schools in Khyber
Pakhtunkhwa, Pakistan and all government teachers enrolled in different programs at Northern
University, Nowshera. It was descriptive co relational study and survey method was used for
data collection. The population for the study was all secondary schools teachers of 1166
government male high and higher secondary schools and all government teachers enrolled in
various programs of Northern University in KPK. Using a convenient sampling technique, a
sample of 1050 teachers from 140 schools, 20 each of seven selected districts on the basis of
cultural background, was taken as sample-I. Another sample of 100 government teachers
enrolled in different programs from Northern University was taken as sample-II. Two
instruments i.e. MLQ and JSS were used for the collection of data in this study. Data were
collected through personal visits. Data were analyzed by applying mean, standard deviation, t-
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test and Pearson’s correlation. The findings of the study were that principals of male high and
higher secondary schools showed higher level of transformational leadership styles. The level of
job satisfaction of secondary school teachers was found at a moderate level. Both the samples
showed a positive and significant relationship between transformational leadership styles of
principals and job satisfaction of secondary school teachers. The findings revealed no major
differences in the results of collected data from two different environments and locations.
Keywords: Leadership, Transformational Leadership and Job Satisfaction.
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ACRONYMS
A Agree
AQ Academic Qualifications
BA Bachelor of Arts
B. Ed Bachelor of Education
BPS Basic Pay Scale
B. Sc Bachelor of Science
b/w Between
DA Dis Agree
DCTE Directorate of Curriculum and Teacher Education
D.I.Khan Dera Ismail Khan
DPC Departmental Promotion Committee
DV Dependent Variable
EMIS Educational Management Information System
GHS Government High School
GHSS Government Higher Secondary School
IA Idealized Attribute
IB Idealized Behavior
IC Individualized Consideration
IM Inspiration Motivation
IS Intellectual Stimulation
IV Independent Variable
JDI Job Description Index
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JDS Job Description Survey
JS Job Satisfaction
JSS Job Satisfaction Survey
KPK Khyber Pakhtunkhawa
LSQ Leadership Style Questionnaire
MA Master of Arts
MEd Master of Education
MLQ Multifactor Leadership Questionnaire
MPhil Master of Philosophy
MSc Master of Science
NIPA National Institute of Public Administration
PCS Public Service Commission
PhD Doctor of Philosophy
PITE Provincial Institute of Teachers Education
PQ Professional Qualifications
R Reworded (Negatively worded item)
SA Strongly Agree
SD Standard Deviation
SDA Strongly Dis Agree
SPSS Statistical Package for Social Sciences
SST Secondary School Teacher
TL Transformational Leadership
UD Un-Decided
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Chapter 1
INTRODUCTION
Leadership is a fundamental process in all disciplines of management comprising
a variety of tasks that can be helpful in achievements of the goals of organization. For the
purpose, leadership’s professionals and scholars propose effective directions in
associations for pushing the organizations towards better results (Marn, 2012; Razik &
Swanson, 2010). Now the pressure groups are very active to make the organizations and
functional societies responsible and accountable for their very existence. Organizations
are now considered as institutions of learning and innovations, comprising modern
management, the changing nature of the workforce, global competition and technological
developments. Teaching and learning institutions have not been exempted from such
pressure (Sullivan & Decker, 2001).
According to Akos (2005), the last decade’s research on the current call for
schools reforms and effective schools, both spotlighted that the principal is the key figure
in school environment. Most of the researches on effective schools identifies that
principal leadership is very necessary for classroom instructional improvement and
overall success of a school. It is his leadership that sets the climate for learning, morale of
teachers, the level of professionalism and concerns about the achievement of students, if
a school is a child-centered place, innovative, vibrant, whether the learners perform up to
their utmost abilities, if it has a good well for the excellent teaching, then one can always
point to the leadership ability of the principal as important to success. Similarly a study
conducted by (Gurr, Drysdale & Mulford, 2006), identified that successful principals
were able to show a consistent set of values.
2
Previous studies exhibited that school leaders had direct or indirect impacts on the
academic success (Hallinger, 2007; Leithwood & Mascall, 2008; Ibrahim et al., 2014).
Many of the past researches regarding school organizations also showed that the schools
whose students do well in academics have the services of those heads who have
developed leadership qualities (Harris & Chapman, 2002; Ibrahim & Wahab, 2012;
Harris et al., 2013; Pont, 2014). Researchers also pointed out that the success of an
institution is in need of a dynamic leader (Ibrahim et al., 2014; Ibrahim & Wahab, 2012;
Hussain, 2005).
Many scholars deem transformational leadership embraced by the principal (head
teachers) to be an essential factor in student’s better achievement and institutions’
successes. Transformational leadership practices present the influential leadership style
and main actors for the attainment of results in teaching learning institutions. According
to Bush (2011) transformational leadership style is a proper and inevitable collegiate
model for the secondary and the above level of educational institutes. The followers and
the leaders have the same aim, the followers must be kept a head and developed; lead
them to next stage and force them to use their own interest for the achievement of the
best result (Marn, 2012).
According to Bass, Avolio transformational leadership motivates the followers
and moves the fellow workers to obtain beyond expectancies and in the procedure
develops their own capabilities (Northouse, 2016). Transformational leadership works for
a mutual understanding with the followers by responding them. The followers have also a
common vision for the organization, leaders and their followers are interlinked and
dependent upon one another. For this purpose the satisfaction of the followers is ensured
3
as positive effects of the leadership could be viewed in the performance of the followers
as organization and employees could work together positively when there is high level of
job satisfaction is provided by the organization. Therefore, it is the need of the time that
teachers must be motivated by the concerned organizations and their leaders with the help
of job satisfaction (Silins & Mulford, 2002).
Job satisfaction is the second name of the employee’s satisfaction i.e. handsome
pays, fringe benefits, promotions, ways of supervision, fellow workers and work
conditions. Nnadi (as cited in Hukpati, 2009) stresses this statement that job satisfaction
is a complex construct with such important elements as reward (socially and
economically), organizational policy and its administration, mutual relation, attainment,
acknowledgement, trust worthy and elevation. This basically shows the difference
between the perceptions and performances of the employees. The reasons are work
condition, the outlook of the supervisors and the traits of the employees. To eliminate
displeasure and create job satisfaction among teachers, it is vital to provide them the
climate in which they can say without any hesitation in the decision making. This will
lower the level of teachers’ anxiety (Scott & Dinkham, 2003).
Earlier studies conducted by Herzberg, Locke, Maslow, McGregor and Bryman
have proved the significance relation between job satisfaction and transformational
leadership, managerial styles and functions. Therefore, transformational leadership and
satisfied staff are the major disputatious points for all the educational and degree
awarding institutes with brief budgetary and professional assets if they want to be
professionally inclined towards competitions capable of growth and development (Zame
& Hope, 2008). Irrespective of the fact that these institutions produce good results and
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the relation between employees and leaders, but they still need improvement and this
improvement is in need of more and more viable researchers (Kest, 2007).
A few studies administered are mainly aimed at primary and secondary levels and
most of them were limited to the west (Geijsel, Sleegers, Leithwood, & Jantzi, 2003;
Nguni, Sleegers, & Denessen, 2006), though the affirmative results of transformational
leadership have been brought under research in North America but the efforts can be seen
and felt there not in the rest of the world specially in the East (Zame & Hope, 2008).
In the view of the above discussion this is important to find if transformational
leaders in secondary education have impacts on job satisfaction of secondary level
teachers in Pakistan or not. It certainly needs a thorough investigation and exploration.
1.1 STATEMENT OF THE PROBLEM
The problem is to examine “The impact of transformational leadership styles of
principals on job satisfaction of secondary school teachers”.
1.2 OBJECTIVES OF THE STUDY
The key objectives of the research were:
(i) To investigate the level of transformational leadership styles of principals.
(ii) To identify the level of job satisfaction among secondary school teachers.
(iii) To examine the relationship between transformational leadership style of
principals and job satisfaction of the secondary school teachers.
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1.3 HYPOTHESES OF THE STUDY
In order to obtain the objectives, the following six hypotheses were tested:
HA 1: Transformational leadership style has statistically significant relationship
with job satisfaction.
HA 2: An idealized behavior has statistically significant relationship with job
satisfaction.
HA 3: An idealized attribute has statistically significant relationship with job
satisfaction.
HA 4: Inspirational motivation has statistically significant relationship with job
satisfaction.
HA 5: Intellectual stimulation has statistically significant relationship with job
satisfaction.
HA 6: Individualized consideration has statistically significant relationship with
job satisfaction.
1.4 SIGNIFICANCE OF THE STUDY
Every school is a dynamic and complex system that needs highly skilled
leadership to both transform and manage. The current situation of limited resources and
high expectations means that these challenges have never been more daunting. As a
result, educational leaders require innovative strategies to move schools into effective and
safe environments for students and teachers who educate them. Transformational
leadership among all the existing leaderships is the one that starts from the inside out and
underscores the importance of changing the mindset of the subordinators. In this region,
little research was conducted about transformational leadership practices and its effect on
followers’ job satisfaction. This research study was an addition to the area of leadership
6
related researches by giving observational and phenomenal study on this subject at
secondary level of education. This study is substantial for understanding the relationship
between leaders and followers. There is a great research work on this topic in the
developed world but a very little attention has been given to this topic in the developing
world. This research has proved that this type of research study is very valuable in the
context of Pakistan school education. This study is a transitional research towards other
cultures and environments. This study has proved that cultural and environmental
differences have got nothing with the model of transformational leadership. According to
Bass (Northouse, 2016) the transformational leadership practices have universal
acceptance and nature.
1.5 DELIMITATIONS OF THE STUDY
This study concerned to all government male high and higher secondary schools
of twenty five districts in the province of Khyber PakhtunKhawa (KPK). It was hard to
collect the data from all the twenty five districts. Therefore, this study was delimited to:
(i) Seven districts of KPK for the purpose of validity and reliability.
(ii) Male secondary school teachers.
(iii) Those government teachers who were enrolled in different programs for higher
education at Northern University, Nowshera, Pakistan.
1.6 METHOD AND PROCEDURE
The study is descriptive co-relational in nature. It is framed to see the influence of
transformational process of interaction approaches of principals on Secondary School
7
Teachers’ job satisfaction. Due to demand of opinions to be collected from a huge
number of teachers, a survey research method was acquired. According to Creswell
(2003), this method of data gathering is more workable and reasonable for a large
population.
1.6.1 Population
Among the four provinces of Pakistan, Khyber PakhtunKhwa is one of them. The
researcher belongs to this province so it was taken as a population for the research work
because it was very suitable for the researcher to personally interact with the teachers
(respondents).
The population of this study was as follow:
(i) Eight thousands one hundred and twenty five secondary school teachers of
government high and higher secondary schools of KPK.
(ii) One thousand one hundred and sixty six government high and higher
secondary schools.
(iii) One hundred and fifty government teachers enrolled in different programs at
Northern University, Nowshera.
1.6.2 Sample
There were two types of samples used for this study.
Sample-I
One thousand and fifty secondary school teachers were taken as a first sample
from seven districts. The districts were chosen on the basis of cultural background. The
sampled districts were Charsadda (Pashto), D.I. Khan (Saraiki and Pashto), Haripur
(Hindko and Pashto), Mardan (Pashto), Nowshera (Pashto and Urdu), Peshawar (Pashto
8
and Hindko) and Swat (Pashto and Urdu). Using a convenient sampling technique, One
hundred and fifty teachers from twenty schools of every sample district were taken for
the collection of data.
Sample-II
One hundred government teachers enrolled in different programs for higher
education at Northern University, Nowshera, Pakistan.
1.6.3 Research Instruments
For data collection, two instruments were used.
(i) Multifactor Leadership Questionnaire(MLQ)
(ii) Job Satisfaction Survey(JSS)
1.6.4 Data Collection
In the first phase of data collection the questionnaires were distributed among the
respondents of the sample schools through personal visits with the cooperation of the
focal persons. Focal persons were the district presidents/representatives of secondary
school teachers associations at districts level. During the data collection process, the
researcher was in close contact with the respondents and focal persons for any of the
queries.
In the second phase, the researcher collected the data from those PhD scholars,
MS Education students, M.Ed students and students of other programs enrolled at
Northern University who were already teaching in government high and higher
secondary schools. The purpose behind this procedure of the data collection was to get it
from different teaching learning environments and locations with the same instruments
for more valid and reliable results.
9
1.6.5 Analysis of Data
After receiving the filled questionnaires from all the sampled schools, the data
were given weights for analysis. The collected data were interpreted in view of the
objectives of the research. The 16th version of SPSS was acquired for the data analysis.
Data analysis was carried out by the methods of descriptive statistics and inferential
statistics.
a) Mean and Standard Deviation
The mean scores and std. deviations were picked to find out the level/position of
transformational practices of the heads of the schools (principals) and the satisfaction
level of SSTs in their jobs as well. The formula for the sample standard deviation of a
data set (s) is
b) Pearson correlation r test
This test was used to test the relationship between variables of the current study.
The coefficient of correlation(r) was adopted to find out the meaningful relation between
the independent variable and dependent variable under consideration i.e. transformational
leadership and job satisfaction.
Pearson’s correlation coefficient for two variables and is defined as follows:
10
The acceptance of alternate hypotheses implies that the two variables under
consideration are related to each other. The rejection of alternate hypotheses implies that
there is no relationship between the two variables under comparison.
c) T-statistic
T-test for independent samples means that there are two (2) sections, and we are
comparing the means of the two groups.
The conclusions and recommendations were framed from the results of collected data.
11
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter deals with the concerned literature from primary and secondary
sources. A primary source has the direct approach to an event (i.e. the documents
detailing the study). On the other hand, a secondary source provides an indirect access to
an event (i.e. interpretation and analysis of primary sources). Legal documents, result of
experiments, statistical data, audio/video recordings, eyewitness events, speeches,
interviews, fieldwork, surveys and Internet communications through email are primary
sources. Textbooks, popular magazine articles, criticisms, histories, commentaries and
encyclopedias are secondary sources. Mainly, these primary sources are basic sources
while in so many cases the secondary sources have also been referred as the primary or
basic sources of data (Rauf, 2012).
The first part of this chapter deals with the leadership, practices of leadership and
related theories. The transactional and transformational leadership theories are discussed.
In part second, the relationship of transformational leadership styles with job satisfaction
in the references of earlier cited researches.
2.1 CONTEXT OF THE STUDY
Pakistan became an independent nation in 1947. There are four provinces Punjab,
Sindh, Khyber Pukhtunkhwa (KPK) and Balochistan and one de facto province Gilgit
Baltistan. In Pakistan schooling education is shaped and framed in a 2+2+3+5 model:
upper secondary; lower secondary; middle and primary stage. Secondary education in
Pakistan starts from class 9th to class 12th and covers four years of period. Secondary
12
education is a transitional stage towards higher education. The first two years grade 9 and
10 in high schools and the last two years grade 11 and 12 in higher secondary schools.
The teachers who teach to grade 9 and 10 are called secondary school teachers. SST is
working in both types of schools high and higher secondary.
In Pakistan there are separate schools for boys and girls in public sectors. The
boys go to government high school or government higher secondary schools and girls go
to government girl’s high school or government girl’s higher secondary schools at
secondary level. The teaching and administrative staffs are also separate for boys and
girls schools. Principal is a common designation used for male and female leader in both
types of school system. In some heavy schools vice-principal is also there along with the
principal.
2.2 OPERATIONAL DEFINITIONS
The following three terms are integral to this study: Leadership, Transformational
leadership and job satisfaction, the working definitions of these terms as they apply to
this study are given below.
2.2.1 Leader
Burns defined leader as “A person who motivates the followers to get the goals of
leaders and the followers” (Northouse, 2016).
2.2.2 Leadership
Leadership is a systematic way in which a person affects the class of other
persons for the achievement and accomplishment of a common purpose. According to
Bass that leadership is a process that changes people and organizations (Northouse,
2016).
13
Defining leadership as an influence reflects that it is not an ability or trait in the
leaders, but a bilateral connection exists between the followers and leaders. Influence is
important to the approach of leader because he directly affects the followers. Leader use
all of his energies towards influencing individuals to achieve common goal.
2.2.3 Transformational Leadership
According to Burns Transformational leadership is an exercise in which
individual establishes a relation with others which raises the level of willingness to work
in both the followers and their leaders (Northouse, 2016).
According to Bass transformational leadership is one who inspires followers to do
more beyond the expectation by using the ways:
(i) Raising the level of contentment of the followers guiding them towards the
importance the identified aims.
(ii) Motivate the subordinates to use their own urge for the uplift of the organization.
(iii) Continuously focus on the followers to force them towards excellence.
2.2.4 Job Satisfaction
According to Thierry the satisfaction of job leads that the workers towards the
willingness to work and this willingness to work plays an important role on framing the
concepts and ideas about motivation. This definition of job satisfaction reflects a close
relationship with transformational leadership. There is a strong affirmative connection
between transformational leadership & job satisfaction (Humphrey, 2014).
14
2.2.5 Government High School (GHS)
It is government run which provides education to the SSC students and it works
under the Director Elementary & Secondary Education, department.
2.2.6 Government Higher Secondary School (GHSS)
It is a government run institution which provides education up to the level of inter
i.e. HSSC students and it works under the Secretary Elementary & Sec. Education
department.
2.2.7 Principal
Principal is a head teacher of High and Higher Secondary Schools of BPS-18 to
BPS-20 working on administrative level posts.
2.2.8 Secondary School Teacher (SSTs)
SST is a teacher working against the scale of BPS-16 and teaching to
matriculation level in Government High & Higher Secondary Schools.
2.3 DEFINITIONS OF LEADERSHIP
Leader or leadership has been the topic of wide literature for centuries. The
meaning of leadership is complex and contains many dimensions. For some people,
leadership is a skill or a behavior, for others it is an ability or trait and still for others it is
a process or a relationship. According to the researcher point of view on the bases of the
study the following definitions for effective leadership are more suitable.
Yukl (2013) stated that leadership is a systematic way of affecting the individuals
about the needs and demands of a work (goal). If further facilitates the individuals to
attain the common goal. Vugt and Ahuja (2011) define leadership as “the process of
social influence to get shared goals”. Leadership is closely related with influence and
followership. It is an effect which forces and motivates the people towards the
15
achievement of goals especially collective aims (Koontz & Weihrich, 2008). The duty of
leadership keep on changing but the actual system and function as it means the same.
Without power and position, influence is very difficult to be created but the values are the
real essences which are created in the follower. Influence is to variable and it is not the
same among all the leaders. Their ways of influencing others differ from the leader to
leader as different ways are involved in doing so (i.e., some leaders use ideas to create
values, some may influence through the prevailing system and some leaders may use
their trained followers for the creation of values but the core is the same in all three ways.
The main aims and concentration of this study is to create the influence through people
(Cashman 2008).
Stogdill (as cited in waldner and weeks, 2006) noted in a review of leadership
study that the word leadership can have different meanings for different people.
Therefore, there are numerous definitions of the notions of leadership and a leader. Many
definitions focus on the individual qualities, empirical attitude, inspirational power and
role modeling of a leader (Yukl, 2013). Robbins (2000) defined leadership as a quality of
inspiring and pushing a group towards the collective achievement of the objectives laid
for the whole group. A committed person has the capabilities to force the followers to
achieve the goal without any helping hand. Robbins and DeCenzo (2005) stated that
leadership is a means and continuous activity of affecting and influencing others for the
achievement of goals and a leader is the one who enjoys the genuine and managerial
power. Good leaders can adjust to the situations of the organization or according to the
demand of prevailing circumstance.
16
In the words of Newstrom (2007), “leadership is a systematic way to motivate and
mould others to perform with zest and zeal for achieving organizational goal. It is the
process which puts the individual on the track to obtain the desired results.” Burns
discussed changing and modifying leadership which is transferred to other individuals.
According to Burns “A leader is the one who pushes his followers towards the realization
of wants, needs and the related expectations, for the achievement of certain goals and
aims”. But the leader is always the initiator and torchbearer in setting the examples
(Northouse, 2016).
A review of the literature in this regard shows about different schools of thought
and theories about leadership from the time immemorial to the present times and provides
information about different ways of leadership. The early propositions had an aim on the
features and attitudes of the triumphant leaders while the later theories started
contemplation about the effect of the leaders on their followers (Bolden, et al., 2003).
This study helps the leadership written materials by dealing only a specific population
and area as each and every culture has its own values, traditions and customs.
Defining leadership is only part of understanding the problems of leadership. The
researcher (Northouse, 2016) identified a number of leadership theories or
methods/processes to explain leadership evidences i.e., trait approach, behavioral trait,
style process, ethical process, skills approach, leader-member exchange proposition,
path-goal theory, transformational theory, servant approach, psychodynamic approach
and authentic leadership theory. In general, leaders use a combination of attributes,
behaviors, traits and specialized knowledge to influence individuals to accomplish goals.
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A particularly successful approach of leadership is the full-range leadership approach
(Zenger & Folkman, 2009).
2.4 PROBLEMS WITH LEADERSHIP
The concepts of leadership and management sometimes overlap. Both are the
processes of influencing, but managing orders and leadership is about to seek positive
amendment. For instance, “managers are those make the things correct and leaders are
those who go for the right things” (Northouse, 2016).
There is a great need for effective leaders everywhere in the community. The
people sense the need for leadership in all aspects of their lives. They desire leaders in
their personal lives, in the work place, at school and even in their spiritual lives
(Northouse, 2016).
The main problem in nowadays management is the missing of visionary
leadership in the firms. There is no opportunity for the growth and enhancement of
leadership. Therefore, desires of leading are not properly fulfilled. Instead of bringing
these inactive and drowsy abilities into full activity and energy, many firms discourage
such developments and changes in leadership. Due to the missing potentialities of
leadership, they suffer great loss as their organizations are ineffective and produce
nothing (Northouse, 2016). The main quality and trait of the manager is that, that he
could adjust himself in any changing situation. Different leaders have got different
distinguishing features that are in correspondence to the demands of groups and firms
(Landrum et al., 2000).
Companies and firms concentrate on those areas which are less important i.e.
training programs are given undue importance, these training sessions mean for the
18
simple and time being leadership and managerial concerns. This mindset has developed
serious negative results. Here the main focus is on the enhancement of managerial
qualities rather than leadership qualities. Another problem with these training programs is
time factor. With a weak leadership, skills can’t be developed and instilled; they need
much more time and attention. Firms and organizations should give attention to the
problem at the time of the induction of different employees. Companies should start
comprehensive programs in this regard. For this purpose, they can get advantage from the
experience and vision of experienced and qualified managers (Northouse, 2016).
Interest in the leadership should be given the topmost priority. A survey suggests
“That in term of interest great attention is provided to the development of leadership and
its related areas and resources. Many firms go for investment in this field as it is also a
source of healthy and profitable competition” (Day, 2000).
The leaders recognize their differences by providing incentives to the co-workers.
Communication and commuting between the leaders and subordinates are highly
recommended. Interaction between the leaders and subordinates provides a strong link for
the development of a personal relation between the two. Good listening quality is the pre-
requisite for the leaders because a good listener can solve the problem as the leaders
always try to mould their subordinates’ behavior by assigning them different tasks from
time to time. The leaders also perform the monitoring duty for bringing betterment in
performance of the subordinates. This also provides the leaders the opportunity for more
directions and advices to their followers. It should be carried out in such a way that it
should not be felt badly by the subordinates (Humphrey, 2014).
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All the above paragraphs are some indications for understanding that how leaders’
knowledge has developed and how leadership understanding has got attraction of many
popular psychologists, philosophers and thinkers. Such a background is so important
especially for this effort because it sets the building blocks for fresh developments in the
area of leadership.
The changes in different fields and walks of life are very rapid and these changes
pose very serious challenges and open new fields of struggles and the organizations are
very keen to cope with the situation not only in the present scenario but also in the
immediate future. If organizations meet and solve these challenges, they will survive
otherwise they will lose their position. To cope with this situation (full of challenges)
transformational/charismatic leadership is the most required leadership as the past
hypotheses/propositions coping with such situation have lost the luster (Srivastava,
2003).
2.5 WHO ARE LEADERS?
Since the early 20th century, many research articles, studies have been written on
leadership practices. These studies provided a broad list of great leadership traits and
behavior (Antonakis, Cianciolo, & Sternberg, 2004). In 1985, Bass defined leader as
“Leaders are those who most employed in the group’s interests” The leaders may be
those who work hard at the task and solution of the problem of the group. Leaders are
those who best representative of the followers, better at solving the problems of the
follower and attaining their goals (Humphrey, 2014).
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2.6 LEADERS OF THE FUTURE
In the words of Covey and Bemowski (as cited in Balgobined, 2002), the leader of
the coming millennium, will be that one who establishes a way or standard of values
based on some basic rules and norms. Those leaders who are daring, innovative,
visionary, having urged for knowledge and above all humble in attitude and nature can
face and tame these challenges and circumstances. Those individuals and firms who have
urge for knowledge and are careful listeners, detect the sense of the new upcoming
aptitudes and the future market based demands. Then leadership is the key to triumph in
every firm and company. The dashing and innovative leaders can create new trends for
the ensuring organizations to focus on their consumers and create workable situation and
opportunity for the workers, just to deliver their best.
The new and competent managers’ production and induction is the dire need of
the day as great changes have been occurring because of the new emerging changes and
developments in the fields of science and technology, educational technology,
international competition for survival, upheavals and disturbing conditions of markets. To
cope with the situation not only skilled and qualified managers are needed but also
visionary leaders (Balgobind, 2002).
2.7 THEORIES/APPROACHES TO LEADERSHIP
Leadership has been the subject of extensive literature for centuries. The earliest
works comprise the biographies and philosophies of great leaders such as Alexander the
great, Abraham Lincoln, Mao Zedong etc. The focus on leadership became more evident
in the social sciences developed in the 20th century researches regarding leadership have
21
been conducted in the every area of knowledge. “Leadership had has attraction in
educational administrative area, history, public administrative area, sociology,
psychology, business administration, nursing administration and theology” by Rost (as
cited in Northouse, 2015). The result is that the practices of leadership have changed. The
change is seen in direction, focusing in the last hundred years. To understand this
evolution of leadership a brief historical view can be helpful.
In 2000, Robbins divided approaches (theories) to leadership in four basic
categories:
(i) The Trait Process/Approach
(ii) The Behavioral Process/Approach
(iii) The Situational/Ethical/Contingency Process/Approach
(iv) New paradigm for leadership/charismatic approach
2.7.1 The Trait Approach
The early propositions/theories of leadership were also known as trait theories as
they totally aimed at inherent attributes and qualities/characteristics owned by great
military leaders, anthropologist and political leadership i.e. Alexander of Greece,
Abraham etc. These theories states that individuals are born with certain personality
characteristics that partially determine their behavior. These theories of leadership were
under constant research studies from 1900 to the early 1940s. In the beginning of 1970s,
researchers started work to investigate charismatic and visionary leadership styles. In the
1980s investigators linked the leadership to the personality traits such as “Big Five” traits
and interest in emotional intelligence as a trait got favor in the 1990s (Northouse, 2015).
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According to Balgobined (2002), the trait theories widened the horizons of
leadership but were not flawless. They do not tell exactly about the importance and need
of different and specific traits. Trait theories confirmed that the traits were inherited from
the parents but later on it was modified and stated that traits could be the result of the
learning process and practical involvement in an activity.
Hersey et al. (2001) stated that the assumption in the theory of leadership was that
the leaders were superior to their followers in terms of trait and that traits of bravery,
insight and supervision were inherited in leaders. Their features of leader’s personality
were unchangeable and their traits could be easily applied in the time of need and
urgency. The trait is basically obtained from social background, physical stature and
mental capacities and these features distinguish leaders from their subordinates (Robbins
& DeCenzo, 2005).
Cacioppe (as cited in Balgobined, 2002), stated that six traits according to recent
studies draw the bisecting line between leaders and non leaders: dedication, enthusiasm,
thirst for excellence, and desire to lead, ability of solving problem, courage and
knowledge about the task to be undertaken. Trait theories are similar to type theories,
because both are used to describe and classify personality characteristics as dimensions.
However, a trait/attribute is a qualitative presentation of attitudes or a well aware agent
which is easy to be evaluated by the individuals or his group companion. Type is used for
the identification of some specific qualities which categorizes personally. Unlike
psychoanalytic and humanistic theories of personality, trait theories are unique in a sense
that they focused on differences between individuals.
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2.7.1.1 Gordon Allport’s Personality Theory
According to Allport those individuals who are aware of their potential qualities
can stir their hidden qualities. Allport classified all the traits of a personality into three
main categories i.e. cardinal, central and secondary traits. He called this a three-tier
theory, based on the discovery of over 4,000 personality traits.
2.7.1.2 Eysenck’s theory of personality
In 1947 Hans Eysenck developed a proposition of personality known as
Eysenck’s theory of personality. This theory was based on genetics and physiology.
Eysenck noted in his research exercise that the personality differences were due to their
inheritances. The researcher searched out that all the men’s qualities can be classified into
two super traits - Neuroticism & Introversion-Extroversion. Eysenck called these second-
order personality traits.
2.7.1.3 Cattell's personality theory
Trait theorist Cattell in 1949 published the sixteen personality factors theory also
known as 16PF. The 16PF, as its name indicates is combination of sixteen factors
obtained by consistent assessments made by Cattell. The 16 personality factors were
developed with the help of a factor analysis formula of Charles Spearman. Cattell did his
analysis in two steps. First he reduced Allport’s initial list of over four thousands down
to one hundreds and seventy one by combining common traits and eliminating
uncommon traits. In second step he further reduced his initial list just to 16
qualities/traits. Cattell believed that these 16 traits are the sources of men’s personal
traits.
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2.7.1.4 Criticism
In addition to its features, Northouse (2015) has mentioned some drawbacks of
this approach too. First is that this approach has failed to take situation into account. For
example a person who possesses these qualities varies in various situations. Second
criticism of this approach is that it is not a better for development and training of
leadership. For example sending a manager to training for the purpose to develop his
intelligence quotient is not reasonable because the traits are largely fixed.
2.7.2 Behavioral Process
In the first decade of 1920, leadership researches started aiming at behavior—
what leadership do and how they act (Northouse, 2015). These approaches to leadership
were there for the late 1960s (Hersey et al., 2001). The following lines illustrates that
there are three authentic and most popular studies were conducted in this regard (Robbins
& De Cenzo, 2005).
2.7.2.1 The Research study of Ohio State University
This study has focused on two dimensions.
(a) Initiative or innovative form or structure: - It explains that how leaders become
role model for their followers to lead them in pursuit for the goal to be achieved.
(b) Consideration and altruism compensation: - It explains about the mutual respect
for the followers’ ideas and their feelings by their leaders in different relationship
between them. Such leaders are good taskmaster and improve the performance of their
followers (Robbins, 2000).
25
2.7.2.2 Research study by University of Michigan
According to Robbins and DeCenzo (2005) “this study was like the study
conducted by Ohio state university, both the studies concentrated on the effectiveness of
the work done by the followers. The Michigan study covered the areas and interests of
the workers and the production of their firms. This study also associated with two
dimensions related to the behaviors of the leaders as follow:
(a) Employee-Based leaders stress the mutual relations and provide assistance to the
employee whenever they need and appreciate the difference of opinions among the
members (Robbins, 2000). They respect each and every one of the workers and their
views and personal needs (Hersey et al., 2001).
(b) The Production-Oriented leader lay stress on the technical areas of job and seek
the proper accomplishment of their collective efforts and tasks and give due regard to
every member/worker (Robbins & DeCenzo, 2005).
2.7.2.3 The Managerial Grid Network
Managerial grid network was a two-dimensional idea about leadership and it was
developed by Blake and Mouton in 1964. It was basically related to the concerns for
people and production. This managerial grid network had the same and those dimensions
which were already discussed by the study of Ohio State University and Michigan
University. Behavioral studies have identified and pointed out the effective link between
the leaders and group workers in terms of behavior and accomplishments. This study
explains that manager uses a relation and task behaviors setting of organization
(Northouse, 2015). Trait approaches concentrate on the personal qualities of leaders
while behavioral approaches stress on those attitudes and behavior which are helpful for
26
the effective leadership. But these approaches do not guide about the interaction, tasks
and surrounding of and between the leaders and followers (Ivancevich & Matteson,
2002).
2.7.2.4 Criticism
Along with its advantages, this approach also has some disadvantages. First, this
approach did not sufficiently show how leader’s behaviors were linked with past
performance results. Another criticism of this approach is that it failed to explore a 21st
century leadership practice that can be successful in the entire different situation. This
approach signifies the successful leadership approach/style at upper level and its relation
( Northouse, 2016).
2.7.3 Situational/Contingency Approach
Robbins (2000) states that making prophecy about the success is more
complicated than analyzing some qualities or recommended attitude when the
consistency in the outcomes is not found then the concentration is transferred to the effect
of situations. These theories state that different levels ask for different styles of headship.
This process/approach started in the first decade of 1950s by Hersy & Blanchard and
Reddin. These processes revised and explained continuously during 70s and 90s
(Thompson & Vecchio, 2009).
2.7.3.1 Fiedler’s leadership contingency (Eventuality) theory
This theory was developed by Fiedler in 1967. The Fiedler, had study about
characteristics and personality of leaders/leadership. This theory states that there is no
one best style of leadership. Rather, a leader's influence has its roots in the actual setting.
According to this theory likeness between the leader’s style of linking with the followers
27
and the situation, provides change and affecting authority and quality to the leader creates
urge for the effective performance in the subordinates. Fielder is sure about the
achievement and success of the leadership that it is only because of the specific way of
delivery from leadership (Marriner-Tomey, 1996 as cited in Balgobined, 2002).
2.7.3.2 Path – Goal theory
The aim of this proposition is to increase employee satisfaction and performance
by stressing on follower willingness to work. It was contingency (eventuality) model of
leadership. It was based on Ohio State University research. The model advocated for the
assistance from the leaders in the attainment of their goals. The leaders were stressed
further to ensure that the objectives and goals are compatible with the goals and
objectives of the firm/company by House (as cited in Rowe & Guerrero, 2016).
Contingency and eventuality model deal with the detection and awareness of
much more complex situation and suggest the different leading role of the leader. This
theory exhibits a close connection between the workers’ level of satisfaction and
efficiency and their surrounding (Robbins, 2000).
2.7.3.3 Criticism
Despite its importance in leadership development and training, this approach has
certain drawbacks too. This approach fails to discover bold clue to follow/support
fundamental instructions suggested in the situational approach (Vecchio et al., 2006).
Thompson and Vecchio (2009) found no clear support for the model in any of its
versions. This approach also fails to account for how certain demographic features
influence the leader-followers remedies of the model. Findings show that demographic
28
features affect followers’ approaches for a specific leadership style (Vecchio &
Boatwright, 2002).
2.7.4 New Leadership Approach
These theories began three decades ago in the mid-1980s.These approaches are
collectively called “new leadership approaches” by Bryman (as cited in Balgobined,
2002). These theories focused on charisma and vision. These theories arouse the popular
loyalty in the workers and subordinates. According to Robbins (2000), these theories
have three motives which are common for all people.
(i) They emphasize emblematically leaders who move the hearts of the followers.
(ii) They strive hard to achieve the maximum level of the followers’ commitment.
(iii) They also reduce the hypothetical uncertainty and complex situation.
This study covered two of these three hypothetical notions, i.e
1. Charismatic (magnetic) leadership theory.
2. Transactional and transformational (alteration) leadership theory.
2.7.4.1 Charismatic (Magnetic) leadership theory
According to Robbins (2000) this theory is the expansion of the attribution
(imputation/accusation) theory. This theory deals with the empirical behaviors of the
leaders, their acts of extraordinary courage and capacities, influence the subordinates and
the subordinates ascribe the abilities and capacities of their leaders. According to Wills (
as cited in Balgobined, 2002) charismatic or magnetic attitude refers to those qualities of
the leaders which bring change in the empirical as well as hidden qualities of others i.e.
followers and the leaders do so through the transformational leadership qualities of their
29
own. House (as cited in Robbins, 2000) found out three personal features of charismatic
(magnetic) leaders.
(i) High level of faith and trust.
(ii) Ascendancy.
(iii) And Mighty belief in their empirical behavior.
Conger, Kanungo and Yukl (as cited in Balgobined, 2002), developed a
hypothetical theory of charismatic (magnetic) based on this supposition that this is an
imputation development. The leader’s attitude and behavior is closely studied by the
followers and then they ascribe some influencing and magnetic qualities of their leaders.
According to Howell & Frost (as cited in Balgobined, 2002) “Charismatic or magnetic
leaders transmit goals and their achievement to the subordinates which has ideological
importance for all of them”.
Charismatic or magnetic leaders have a strong urge and desire for power, want to
be praised and adored due to their strength of strong character. These desires push their
energies for becoming leaders. This proposition states that charismatic and magnetic
personalities (leaders) bring visible change in the efforts and concepts of the
subordinates’ Charismatic leaders have very close relation with their followers. Through
their power of communication and close contact, they refine the goals and efforts of their
subordinates and co-workers with the help of such actions and steps. The charismatic
leaders make the efforts and goals of their subordinates more meaningful and raise their
level of willingness to work towards the ultimate attainment of objectives and self
development of the workers (Shamir, Zakay, Breinin, & Popper as cited in Balgobined,
2002).
30
According to Hughes, Ginnett and Curphy (as cited in Balgobined, 2002), the
basic qualities of charismatic and influential leaders are:
(i) The qualities of leader.
(ii) The advanced look.
(iii) Effective communication skills.
(iv) Trustworthy
(v) Self-projected leadership
2.7.4.2 Transactional and transformational leadership theory
Burns developed and designed the primary concepts of transactional &
transformational styles of leadership both are separate types of leaders. The scholars
described that transformational leaders also perform transactional leadership behaviors
(Humphrey, 2014). Avolio (2011) stated, “That transactional leadership was the basis for
developing transformational leadership”. According to Bass and Avolio (as cited in
Northouse, 2016), Transactional leaders depend on routine managerial procedures and
contingent rewards, that leaders set up plain expectations for performance, specify what
should be done and entertain employees based on their meeting goals and expectations.
Transactional leadership has been observed as the effective one in all organizations and
companies. Transactional leadership exhibit and manifest the work clearly which is done
by the subordinates.
The procedure of doing the work is thought to the followers and the incentives are
also cleared after the satisfactory accomplishment of the work. The education and the
goal recognition are very much important for a transactional leader (Avolio, Waldman, &
31
Yammarino, 1991, Bass & Avolio, 1990a as cited in Balgobined, 2002). Bass (as stated
in Humphrey, 2014) stated, “The common flaw with the transactional leadership is that it
does not raise the followers’ level of accomplishment beyond their leaders’ and their own
anticipation”. But on the other hand, transformational leaders are successful in this regard
as they urge and motivate their followers to enhance their performance.
Schermerhorn et al. (as cited in Balgobined, 2002) defined, transactional style of
leadership as “This leader has its base on daily interaction b/w the followers and the
leaders and it is entirely beneficial for the achievement of common goals”.
These interactions are of four proportions:
i) Contingent rewards or incentives play the important role for the achievement of
goals mutually i.e. between the leaders and the followers.
ii) Active management – by- exceptions which involves proper monitoring for the
maintenance of standard through corrective steps.
iii) Passive management- by- exceptions which involves the timely interference from
the leaders when they feel that the standard is not achieved and met.
iv) Laissez-faire management, this deals with the allocation and withdrawal of the
responsibilities.
Transactional leaders may be both active and passive. Passive transactional
leadership doesn’t stir the prevailing situation and this is an orthodox approach while
active transactional leadership introduces the incentives for the subordinates to enhance
and improve their performance and result producing quality, path goal theory in this
32
regard is somewhat similar to Bass’s conceptualization (Bass, Waldman, Avolio, &
Bebb,1987; Waldman, Bass & Einstein, 1987 as cited in Balgobined, 2002).
Till 1980’s the leadership theory was revolving around the mutual relationship
between the leader and followers, but due to some effective changes and developments
the leader needed to become transformational rather than transactional. Transformational
leadership transforms the goals and activities of the subordinates and only then the leader
remains influential. Some models of the best leadership style were introduced at that
time. The model was expanded and extended to the mutual dependency between
transactional, transformational and laissez-faire practices of leadership. Most of the
researchers showed through their work that there is a strong correlation b/w transactional
and transformational practice (Judge & Piccolo, 2004).
Transformational leadership is a systematic way that transforms and changes
individuals. It is a process that absorbs with others and generates a relation which pushes
up the morality & motivation in leaders and followers as well (Northouse, 2015)
Both transactional and transformational, models are closely related and both are
linked for the achievement of goals. The transactional-transformational models of
leadership push and stress their followers beyond their self-interest and self-centeredness.
The difference between transactional and transformational is important as both the
leadership styles must be there in the leader. Both the styles transactional and
transformational leadership are very closely related and interdependent as both go side by
side and one can’t be separated from the other as one leadership style can’t be effective
alone by (Howell & Avolio; Bryman as cited in Rowe & Guerrore, 2016).
33
Eisenbach, Watson and Pillai (as cited in Rowe & Guerrore, 2016) state, that
“There is a contrast between transactional & transformational leadership processes.
Transformational leader value and meet the needs of their subordinate keeping in view
the attainment of their own formulated objectives”. Bass states that both the new styles of
leadership i.e. Transactional and Transformational styles are corresponding and matching
but both can be exhibited only by the expert leaders, but transformational leaders are
futuristic in their approach rather than thinking about the present. All the discussed
theories about leadership styles in this chapter can be easily understood through this
figure:
Leaderships’ Theories
Figure 1: Flowchart of leadership theories
Behavioral
Theories
Neo-Charismatic
Theories Contingency
Theories
Trait Theories
Allport’s Theory
Eyseneck’s
Theory
Cattell’s Theory
Charismatic Leadership
Transactional and
Transformational
Leadership
Ohio State University Study
University of Michigan Study
The Management Grid
Fiedler’s Contingency Theory
Path-Goal Theory
34
2.8 TRANSFORMATIONAL LEADERSHIP
The paradigm transformational approach of leadership was used for the first time
by Downton in 1973. However this approach gets importance with the work of James
MacGregor Burns titled “leadership” (1978). He made efforts to combine the functions
of leadership and those who are led. He described leaders as individuals who link the
desires of subordinates (followers) for a better achievement of goals on the part of the
both i.e. subordinates and their leaders (Northouse, 2016).
According to Bass, the transformational leader is one who transforms her or his
followers, by creating visions of the future that is linked to goal attainment, and then
sharing ways to achieve those goals, which by implicating could lead to undertaking in
the workplace. Transformational leaders act as change agents and change agents are
those who have competence to change the flow of the organization completely towards
positive direction (Northouse, 2016).
Transformational leaders as well as charismatic leaders triumphantly bring
positive charges in the prevailing situation with the help of their own improved and
timely display of the required behavior but on the other side the transactional leaders’
strengthen the prevailing situation by meeting the burning needs of their subordinates
(Northouse, 2016).
According to Tappen (2001) that transformational leadership considers the
qualities of manager and leaders and polishes further the qualities for bringing change in
their subordinates. Podsakoff et al. (as cited in Humphery, 2014) define transformational
leadership behavior in six dimensions such as to identify and articulate a vision, setting
35
expectation based on performance, giving a suitable example, providing individualized
support, working for the achievement of organizational objectives, and promoting
rational setting of mind.
Transformational leadership has welcomed and taken much appreciation many
years ago. Leadership styles such as transactional and transformational are directly
connected with organizational results i.e. job satisfaction and organizational role. The
outputs are also acceptable among different cultures and backgrounds (Al-Dmour &
Awamleh, 2002)
According to Black and Porter (2000) a “transformational practices of leadership
is one of the existing styles that inspire subordinates to avoid self-centeredness and eager
to work for the better of the institution to obtain important goals; inculcating into them a
vision that will increase the level of motivation of followers to set big alterations". They
can be in the position to achieve their goals.
Transformational leadership deals with the close relation between the leader and
his followers. This is actually a duty for the growth and nourishment of the companion.
Due to the improved relationship, the trust and mutual confidence with the subordinates
and followers is maintained. The primary and foremost function of this leadership is to
transfer the relationship of ‘responsibility for’ to the subordinates to create in them the
sense of being responsible to each other. This breeds a quality in the followers that even
in the absence of their leaders; they perform the role of leader and leadership (Einstein &
Humphreys, 2001).
36
Transformational leadership encourages the followers’ to deliver the best beyond
their approach and range of efforts (Sarros, Gray & Denstan 2001). Similarly
“Transformational leadership creates willingness for work and achievement even at the
expense of their self-respect (Felfe, Tartler, & Leipmann, 2004). In the present world,
transformation has become the main concern for all nations. Bass has stated that in
leadership the classical and traditional approach has become extinct and a new emerging
style of leadership is on the rise (Ozaralli, 2003).
Transformational leadership creates urge for responsibility in the subordinates and
brings the basic change in all the traits of the workers ‘personality. Transformational
leadership brings modification in the rules and principles and its traits. The worker as an
individual works better for the accomplishment of the organizations ‘goal (Landrum et.
al., 2000). According to Bryman (as cited Rowe & Guerrero, 2016) Transformational
leaders modify the disposition of their subordinates in their different ways. Firstly, they
create awareness among their followers for the attainment of goals. Secondly, they stress
the followers to think for the collective benefits of organization leaving aside their own
personal interests. Thirdly they (Transformational leaders) try to honor needs of their
followers like self-respect and their self and actual realization of life.
Transformational leaders empower followers in performance and move them to
their fullest potential (Humphrey, 2014). Transformational leaders are strong role model
for their followers in moral values, commitment, self-determination and trust. They are
effective at working with people and work selflessly beyond their own interest by
Kuhnert (as cited in Rowe & Guerrero, 2016)
37
Bass & Avolio have reframed the proposition of transformational leadership into
four different parts which are also known as “4 'I's”. These are idealistically affects,
Inspiring agents of readiness, rational stirring and Individualize perception.
Transformational leadership is at the top among all these leadership styles. These leaders
are magnetic and they can mould the followers (Humphrey, 2014). They do not
discourage their followers and treat them democratically. This makes a strong emotional
bond the employees and employers. These leaders are very caring about their
subordinates. Transformational leadership is the embodiment of the human feelings,
needs and emotions. These leaders are very sympathetic, empathic and sensitive. They
have also the capacity of creation and relation formation. These leaders provide a
congenial and conducive working environment to their subordinates (Jin, 2010; Aldoory
& Toth, 2004).
According to Singer and Singer (2001) that the transformational leaders make it
sure that their followers perform more than the expectations. Such transformational and
modification can be gained with the help of:
i) Creating the high level of awareness about the values and their importance.
ii) The followers to be guided to transcend their interests and
iii) The needs of the followers should be understood while keeping in view the
Maslow’s hierarchy of needs
There are a number of definitions of transformational leadership. Burns says that
transformational leader follows the strategy of pursuing his followers towards the
38
achievement of positive and result oriented change. For this purpose the mutual
relationship of love and care is established between the leader and his followers.
Transformational leadership is superior to all other leaderships as this leadership
motivates the followers and workers for the achievement of the collective goals of the
group and furthermore, the followers start thinking away and beyond from their own
interests (Northouse, 2016).
Yukl (2013) stated that transformational leadership influences and modifies the
main alteration and changes i.e. the very way and level of attitudes and objectives are
changed and this ultimately paves the way towards the achievement of the group goals
and objectives. For the sake of the research, transformational leadership style was
outlined as the style of the leaders, who introduce a congenial and friendly environment
which enhances the level of performance of the subordinates for the satisfaction of their
job performance. This style of leadership urges the followers to do more and more for the
organization and group. In simple words it creates the urge for duty and performance.
2.9 THE THEORY OF TRANSFORMATIONAL LEADERSHIP
This is a change in the people through transformational/charismatic leadership. It
embodies in itself all the ethical and moral values with a farsightedness. It connects those
who have vision and magnetic leadership qualities (Northouse, 2016). Bass gave a more
elaborated and long range explanation of transformational (charismatic) leadership which
had roots in the early studies conducted by House and Burns. Bass elaborated Burn’s
research work by dedicating more care to the employees than the needs of their leaders,
by telling that this leadership is for the positive results in an organization and stressing
39
that there should be integration between transformational and transactional leadership
practices. Bass also expanded House’s research by dedicating more care to charisma and
human feelings. He indicates that charisma is vital but not equal to those leaders who
have transformational characteristics (Northouse, 2016).
Bass also stated that transformational leadership motivates follower to do beyond
expectation:
i) Self-conceiving and collective identification of the goals;
ii) Consisting between the self-concept and actions on behalf of the leaders.
iii) Self-respect and self-value.
iv) The correspondence between the workers and their leaders’ self- concepts.
v) Sense of great producing quality
vi) Moving followers to a higher degree of needs
The theory of leadership enjoys popular applause and continuous research.
Professor Robbins (2000) terms this theory as cutting-edge theory and it explains that the
dynamic personality of the leader has the power of recognition, inspiration and
stimulation. According to Trice and Beyer (as cited in Waldner & Weeks, 2006) the
vision is the key factor of transformational leadership.
2.10 COMPONENTS OF TRANSFORMATIONAL LEADERSHIP
Magnetic charm, power of inspiring, intellectually energizing and thoughtfulness
at the level of individual are the three basic elements of leadership. But after some time
the magnetic charm was replaced by the effect through the representation and projection
of ideas. It was linked with the willingness through inspiration and had made the 4I’s.
40
This basic transformation is because of the other four elements of Transformational
Leadership, although further analysis and division of the effects through ideas is also
possible (Bass & Riggio, 2006).
According to Kuhnert (as cited in Rowe & Guerrero, 2016), Individuals who
show transformational leadership mainly posses a strong set of ideas and human values
and they are influential molding the subordinates to lead them towards selfless and
collective achievement of the organization.
Transformational leadership has the following attributes/elements/fields:
a) Idealized Influence(the inherent characteristic & dealing with behavior)
b) Inspirational Motivation ( The power and moving the intellect of others)
c) Intellectual Stimulation ( The arousal of the thinking capacities of other)
d) Individualized Consideration ( And caring about the needs of the individuals)
The details about these elements are as follow:
2.10.1 Idealized Influence (II) / Effect through ideas
The main trait of transformational leadership includes loyalty, admiration, respect
and trust among subordinates with the vision and charismatic style application. Idealized
influence states:
a) Giving a clear vision and showing how to attain the vision.
b) Leading by doing
c) Acting confidently
d) Sharing each and everything with companion
e) Showing an improved level of moral and ethical manners
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Employers gain the confidence and trust of the followers through idealized
influence. The leaders become a role model for their subordinates appreciate the leader an
exemplary figure and honor the steps taken by them. This effect and influence is because
of the influential effect of the leaders. According to Northouse (2016), the effect through
ideas and magnetic effect of the leaders are interlinked. The leaders are adored, honored
and cared. Their followers recognize in them the captivating power and copy them. The
subordinates of these leaders put their trust in their leaders because of their leader’s
extraordinary abilities and potentialities (Bass & Riggio 2006).
Effect through ideas and notions project the highest level of moral strength and
shading-quality of the leaders. These leaders are always ready to show altruism for their
subordinates and parties. These leaders are also firm in their nature and enjoy great
respect for their responsibilities and images. Such people are always in the pursuit of
goodness in other and when not found they themselves strive for that goodness. Such
types of leaders set the example first and then ask for to follow (Avolio, 2005).
This element of transformational leaders lets the leaders to be an example for the
led. The leaders are honored and adored. The followers happily follow the foot prints of
their leaders and are joyous and proceed like their leaders. This idealized influence gets
two different shapes, first the own character and behavior of the leaders and the second is
the homage paid to them by their subordinates. These leaders can be trusted and idealized
because they have great respect for morality. It is the representation of an ideal
personality. According to Popper, Mayseless, & Castelnovo (2000) the idealized
influence is the response of the workers to the examples established by their leaders.
Those leaders who are visionary and practical are followed by their subordinates, such
42
leaders are altruist in nature and think for the followers ‘needs and interests and establish
those goals for their subordinates which demand challenging behavior for the
achievement of these goals. The transformational leaders are inspirational and provide
their self-example of high morality to their followers (Champoux, 2000).
2.10.2 Inspirational Motivation/ (willingness to work)
The transformational leader inspires followers through this trait and motivates them
towards fresh aims and targets/objectives. The main influences to be inspired for
leadership have:
a) Giving a crystal picture of the future
b) Create a trust of the followers in a way that they feel satisfaction in the place of
their work
c) Encourage the companion in such a manner that they become vital of the overall
organizational environment
Transformational leaders move subordinates to achieve more than the expectation
of their leaders. Inspirational motivation means to move the emotions and intellects of
others. Inspirational motivation has the futuristic view of life, full devotion, courage,
energy and awareness of the needy subordinates the part of their managers and
employers. These leaders urge the followers to accomplish a task beyond the expected
level of accomplishment. The leaders do so by having a proper and clear communication
with their sub-ordinates through clear and understandable examples (Barling, Slater &
Kelloway, 2000).
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Transformational leaders have got such personalities which have the power of
attraction towards their vision and mission for their followers. These leaders are great
orators and talk after the hearts of the people and bring them under their spell and create
in them the energy for doing something great. Transformational leadership’s have got the
great power of convincing and have a great and applicable vision which is always futurist
in nature and the followers due to the great power of communication of their leaders, get
convinced and follow the vision of their leaders as their own (Bass & Riggio; 2006).
Inspirational motivation is only to give impetus to the working capacity of the
worker which is directly related to the interest and mission of the whole group of
likeminded people and the more towards the accomplishment of the vision of the whole
group and organization and this commitment to the vision is the main and decisive factor.
Inspirational motivation is composed of the vision of the organization commuting among
the worker, and the their (worker) competences are confronted with difficult and new
circumstances which are fully of challenges, mixing with the workers and giving
independence before carrying out the works (Sarros & Santora, 2001).
These leaders have the great facility of influencing other through motivation and
inspiration and make them aware about their challenges prevailing in their surroundings.
They arouse and drive the followers towards the accomplishment of objectives through
high spirit and enthusiasm. These leaders bind their followers to life through the
optimistic touch for life. The leaders also involve their followers in the futuristic
accomplishments and affairs. There is no communication gap between the leaders and
their subordinates and the leaders show full commitment for the achievement of goals
which are also presented to the followers for the future attainment of goals.
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2.10.3 Intellectual Stimulation/ (Academic Arousal)
In intellectual stimulation of leaders diverts the followers from traditional
approach of solving the problems and lead them towards new and innovative approaches
for the solution of problems. The leaders instill creativity in the followers. The quality of
production and originality are highly appreciated. The mistakes of the subordinates are
not highlighted publically. The creation of new ideas and to explore new ways for the
solution of problems on the part of the followers is highly desired by the leaders. People
are pushed towards new experience and the leaders do not feel bad when they are
different by the followers.
These leaders negate their followers’ approaches for the solution of problem
(raised question). These leaders through thinking arousal give their followers the new
angles of thoughts and new vision for the solution of problem. Such leaders force and
advise their followers to take a new and modern way for the solution of their old and
traditional problem and they listen to their followers intently despite of the fact that their
follower’s ideas are totally different from them (Muenjohn & Armstrong, 2008).
A recent research which was accomplished in Niger provided the informational
that intellectual or mental arousal worked like a thought provoking agent and brought
new methods and techniques in the minds of subordinates and they were given
opportunity in decision making and finding solutions to their problems had radically
changed their life style in all its major spheres like socio-economic condition, nurture and
even in political scenario (Nwagbara, 2010).
45
Intellectual stimulation also helps in maintaining the high level of enthusiasm and
willingness to work of the workers because the workers ‘opinions are accommodated by
their leaders. Transformational leaders through Intellectual stimulation consider the
problems and see them in different perspective. The followers follow the foot prints of
their leaders and develop their own capacities and abilities for the recognition and
solution of future problems. Such leaders create stirring condition in the beliefs and
comprehensions of their subordinates. They stimulate the thinking capacity of their
workers for the future progress of the whole organization (Champoux, 2000).
Such types of leaders bring harmony and unification through diversity and
differences. For this purpose, they create and bring into existence new ideas and
concepts. The main purpose of intellectual arousal is to create the highest level of
creativity in the followers (Avolio, 2005).
2.10.4 Individualized Consideration
Individualized consideration attribute of transformational leadership deals every
subordinate collectively and thinks about the capacity of individuals for the decision
making for the achievement of best results at organizational level.
Consideration for others has been found to be an important attribute of leadership,
especially between followers and leaders. This consideration is paramount when it comes
to the level of satisfaction in the leader and relates to his or her followers’ productivity.
Transformational Leaders play their role very successfully by attending their followers’
needs, concerning their achievement of goals. Here the leaders become a guide and
teacher. The leaders develop the ability of achievement of their followers. It will be more
46
conducive if the followers are provided the environment free from all restriction.
Furthermore, the opportunities for the improvement of the followers should also be
provided. The individual differences should be tackled and explained in the light of needs
and desires for advancement.
Such types of leaders become advisors and patterns for the growth and
achievement of their followers. The potentialities of the co-workers and followers are
enhanced successfully. This type of consideration is brought under practice when the
learning opportunities find congenial and conducive situation and surrounding. The
differences at individual level are detected. The tasks are assigned for the development of
subordinates. In this connection further cooperation is also extended to the follower
(Krishnan, 2004).
According to Champoux (2000) “The transformational leaders show full devotion
and interest to their followers”. These are the leaders that show respect and appreciation
to individual on priority basis. They work for the fulfillment of their subordinates’ needs
and show full commitment in this regard and honour the successes and achievements of
their subordinates (Barling, Slater & Kelloway, 2000).
The individualized considerations are brought into practicality for the successful
accomplishment of new learning opportunities and exercises with a friendly environment.
According to a guessing about individualized consideration that every individual has
different level of needs and these needs of an individual keep on changing with the
different leadership styles. Transformational leaders must also detect and assess the needs
47
of their subordinates and create in them the best qualities for the achievements of goals
(Rowe & Guerrero, 2016)
2.11 CONTRIBUTION OF TRANSFORMATIONAL LEADERSHIP THEORY
IN EDUCATION
This theory was mostly used in business management, military people and nursing
staff. So, what does this theory have to do with education?
Saxe (2011) stated that Leithwood applied the proposition of leadership regarding
transformational to the educational world.
Leithwood layout three particular goals of transformational school leaders:
i) Help to nourish and keep cooperative, professionalism in schools, means teachers
always survey, discuss and decide collectively. The transformational leaders encourage
members to guide one another for the proper communication of schools’ principles and
motives.
ii) Working for teachers’ improvement and nourishment, Leithwood found from one
of his researches that teacher’s willingness to work for better results when they
intrinsically aware of their professional excellence for the achievement of established
goals.
iii) Encourage teachers to solve their issues/problems more positively.
Transformational leadership stirs teacher to involve fresh activity and move beyond
expectation. Leithwood explored that leaders regarding transformational practices help
staff members work smarter, not harder.
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2.12 EVIDENCES OF THE EFFECTS OF TRANSFORMATIONAL
LEADERSHIP IN EDUCATION
Leithwood and Mascall (2008) concluded two findings from his own studies:
a) Transformational leadership style has significant effect on teacher’s cooperation.
b) There was significant association between aspects of transformational leadership
and teachers' own reports of changes in both instructional behavior and altered attitudes
toward school improvement.
Sergiovanni (2000) states, that students’ achievement can be highly polished by
transformational headship style. In nutshell, the researcher discovered that a school in
which teacher and student described a congenial working condition in school was due to
the head having transformational styles of heads (principals).
2.13 LEADERSHIP INSTRUMENT
Transformation leadership can be measured through the most widely used
instrument MLQ i.e. Multifactor Leadership Questionnaire. Which assesses leadership
modes in seven areas: Idealize (attribute/behavior) or charisma, willingness to work
(inspirational motivation), academic arousal (intellectual stimulation), individualize
capacity (consideration), management-by-exception, laissez- faire and rewards. MLQ
was developed by Bass in 1985 that assess follower’s considerations of a leader’s ways of
doing every one’s attribution in his best of leadership/headship model (Northouse, 2015).
A number of studies used the Multifactor Leadership Questionnaire, some
researcher have used different forms of the MLQ or framed new means, employed
changes of the Multifactor Leadership Questionnaire. For instance, Basu developed an
updated step of magnetism without questions regarding management-by-exception,
49
laissez- faire and conditioned/contingent rewards. Howell and Avolio hired a concise
format of the MLQ for behavioral item only (Tejeda, Scandura, & Pillai 2001). They
were used twenty questions from the short form of multifactor leadership questionnaire to
measured transformational leadership behavior.
Tejeda, Scandura, & Pillai (2001), conducted a study in USA. They found that
transactional leadership and laissez-faire parts of multifactor questionnaires were related
to the follower’s outcomes rather than leadership behavior. Based on a series of studies
management-by-exception of transactional leadership in its diligent shape has been
observed to be negatively concerned to outputs. Similarly, Laissez-faire style of
leadership has also been raised to be negatively concerned to results such as satisfaction
and effectiveness in institutions (Northouse, 2016).
Sridhar used a modified version of MLQ for the investigation of transformational
leadership with followers’ empowerment. Some items were replaced by other items.
While these changed steps may show advancement in the manipulation of Bass’
constructs. In addition, this measurement process was frequent because of clear
weaknesses in studies. The leadership researcher preferred shorter measures for
descriptive studies, especially when participants are considered as burden (Tejeda,
Scandura, & Pillai, 2001).
The researchers used multifactor leadership questionnaire because of the
following features:
The MLQ was developed by Bass in 1985 to assess the effectiveness of
transformational and transactional leadership at all organizational level. The MLQ is the
50
most widely used instrument used by the researcher to assess transformational leadership.
Therefore, the MLQ is more suitable instrument for the identification of headship
behavior at all stages of institutions. The leadership researcher preferred shorter measures
for fact findings, especially when participant burden is a concern (Tejeda, Scandura, &
Pillai, 2001).
The MLQ contains all the attributes of a transformational leader and helps the
followers discover how they assess up in their own eyes and in the eyes of those with
whom they work (Northouse, 2016).
The MLQ represents an excellent relationship between survey data and
organizational output. This is a new paradigm builds on the bases of other earlier
leadership styles for knowing higher and lower order effects of leadership styles
(Hamphery, 2014).
MLQ is extensively validated and researched. Bass and Avolio (2000) state that
the instrument MLQ has been engaged in over 200 studies in the last four or five years
(Northouse, 2016).
MLQ is valid and reliable across types of organizations and cultures. It has
excellent validity and reliability which was affirmed by investigators and used
internationally. The transformational practices of heads has strong and positive
connection with job satisfaction found in various earlier studies (Alimo-Metcalfe &
Alban-Metcalfe, 2001; Balgobind, 2002).
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MLQ differentiates effective and ineffective leader’s at all organizational levels.
It identifies a broad range of behaviors. Every individual has the opportunity to assess
his/her leaders in rater form (Hamphrey, 2014).
MLQ is easy to maintain and administer. It is self-explanatory. Clear instructions
are provided for its completion by individuals.
According to Northouse (2016), The Multifactor Leadership Questionnaire
assesses five main attributes of transformational leadership style. These are as follows:
Ideal influence
Inspire motives
Intellect Stimulus
Individual Consideration
In some researches, ideal influence can be divided into two attributes such as
idealized behaviors and idealized attributes (Balgobind, 2002)
Idealized Behaviors(IB)
Idealized Attributes(IA)
2.14 RESEARCHES ON TRANSFORMATIONAL LEADERSHIP STYLE
Avolio et al. (as cited in Northouse, 2015) state, that transactional leadership is
the most influential leadership style for the achievement of agreed upon nouns and
principle of performance. Through this style of leadership the goals are made very much
clear and in the long run, the subordinates happily accept their assignments but this style
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of leadership covers only a minor area of what and how such leaders affect their
subordinates. Transactional leadership does not go for the explanation of developing the
best potential qualities of subordinates. Researchers have shown that transformational
leadership qualities are found in the top level of management and the heads of
organization and the role of this top management are to bring change and modification in
the overall structure of the organization.
Transformational leadership always strives for transformation of the subordinates
for the achievement of desire results. Transformational leadership does not change the
way or style of leadership but in reality it is an addition to the already exist leadership
styles. Transformational leadership brings positive changes in the performing qualities of
the followers. But in simple words this is a reformation of the performance of the
followers through different incentives. This is also a pushing agent for the improvement
of the overall development of the personalities and working capacities of the workers
(Humphrey, 2014).
According to Rowe and Guerrero (2016) that transformational leaders are
recognized only by the reaction and perceptions of the followers. According to new
model of transformational and transaction leadership, too many new researches have been
conducted which are related to the visible and invisible willingness to work on the part of
both the leaders and followers. But in the old model the emphases were laid on each and
every aspect of the leadership but ignoring the fact of relation between the leaders and
their subordinates. Different styles and kinds of leadership are found in the old paradigm
but the affect of mutual relation between leaders and subordinates has been ignored.
Because in the mutual relationship between the leaders and subordinates many
53
interactions take place and the subordinates gets the sense of character building on their
parts.
Burns described transformational leaders as morally strong and more subordinates
oriented but on the other hand Bass stated that transformational leader plays the role of a
catalyst and raised the level of his subordinate for the accomplishments of the assigned
task and ignores (leaves aside) the benefits achieved by the followers. Rowe and
Guerrero (2016) gives importance to those leaders who think for the common needs of
the followers i.e. shelter, security and food, and these needs will be accommodated.
Singer and Singer (2001) state, “The needs of the followers are directly correlated with
the transformational behavior of the leader concerned, both are having proper properties”.
Tracey and Hinken (as cited in Northouse, 2016) stated with conformity that the
effectiveness of the leadership entirely depends upon the satisfaction of the followers and
the clear cut mission and vision of the organization.
According to Saxe (2011) that the earlier researcher reached to the conclusion that
transformational leaders are found everywhere and at every level in any setting of the
organization and it cannot be confined to a specific level. Transformational leadership
style has been brought into practice at different level in different setting. There is a direct
positive link and connection b/w the transformational attribution and in the overall
accomplishment and achievement of the organizational objectives. The overall effect of
transformational leader is very positive in all its facets but the charismatic leadership has
much more positive effect on the performance of the followers (Champoux, 2000). In non
military situation transformational leaders have got great and significant effect. The
managers, who were ranked as higher performers by their supervisor and observers, were
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actually having the attribution of transformational personalities. The vivid example of the
effectiveness of transformational leadership has been found in Canada where it had a
great effect in the financial industry and it improved the quality of performance to a great
extend. Transformational leadership has also shown a great significant in the
improvement of research conduction, raising the level of satisfaction and dedication and
this tendency of improvement affects the overall organizational success (Rowe and
Guerrero, 2016).
According to Northouse (2016) that the transformational attributes of leadership is
being used on a higher degree in public organizations rather than private organizations.
This report has been confirmed by the workers in the concerned organizations. The
subordinate in the public sectors reported that their leaders exhibited more
transformational leadership quality and behavior than in private setups. But the reward
based/incentives were found equally in both the sectors i.e public and private. Lower
level workers frequently reported that their leaders proved to be more transformational
than high level workers. But the incentives provided to both the level workers were the
same.
According to Rowe and Guerrero (2016), transformational leadership ideas
provide insight into the effectiveness of leadership but their un-matching condition is
under question mark. Newer theories bring a radical change in the idea and research
about leadership attitude and effectiveness. Transformational leadership ideas are the
agents of great changes but not an end in themselves and these ideas and theories cannot
minus and neglect the other theories or ideas.
55
According to Bycio and Carless (as quoted in Barling, Slater & kelloway, 2000)
that there are problems and hurdles in the evaluation of transformational leadership
quality and type. But there is a visible support for transformational leadership on the
grounds of both the producing and morality grounds.
Rowe and Guerrero (2016) stated that transformational leaders are more effective
and result oriented. Transformation leadership provides a clear and added advantage of
effectiveness leaving out the transaction leadership. But both if combined will produce
much more valuable result.
2.15 TRANSFORMATIONAL PRACTICES OF HEAD AND THE
FOLLOWERS’ SATISFACTION
An updated proposition came into being to throw light on leadership in
organization, according to this theory the subordinates work whole heartedly when their
basic needs and demands are fulfilled. When the subordinates are satisfied, their
productivity automatically increases. This increase in their productivity has positive
effect on the whole performance of organization (Stone & Patterson, 2005). This had
made a very good bond between the deeds and performances of leaders and their workers
(subordinates) satisfaction and fulfillment of their needs. This has also enhanced and
improved the productivity level of their subordinates. After proper analysis, the
psychological needs were identified and consequently satisfied and met. This satisfaction
on the part of people, leads them towards positive attitudes and this positive change in
people was developed after proper analysis and evaluation (Hellriegel, Jackson, &
Solcum, 2005). The performance and function of an organization is entirely depending
upon the satisfaction of the followers and the workers. This is the distinct using feature of
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the transformational leadership that its followers are happier and satisfied than that of a
non transformational headship (Bass & Riggio, 2006).
The relationship between the Transformational leadership and its workers are
behind the result oriented change. After knowing about the qualities and needs of its
followers and workers the transformational leaders can devise different planning’s which
push towards progress and successful change. “The successful positive change is due to
the closeness between the transformational leaders and their compatriots and this
closeness is because of social contact” (McGuire & Hutchings, 2007).
According to Yukl (2013) the leaders can be improved if their followers are loyal
and honest. Hence the influence of the leaders is improved. These honest and loyal
workers become the main source of encouragement and consultation. The followers of
TL move towards their destination with enthusiasm and delight and they own the goals of
organization as their own personal goals (Hellriegel, Jackson, & Slocum, 2005).
Motivation and willingness to work, both are positively related to the perception
of subordinate about their leaders. According to reliable studies, the followers of TL are
more satisfied and motivated. Motivation of the followers by TL proves very effective for
commitment of the followers for the accomplishment of the vision and mission of the
organization. Furthermore, this motivation leads to achieve the objectives set by the
leaders (Givens, 2008).
The recent findings suggest that the implication of policies can be very fruitful if
the due suggestions and reasons of the followers get due place and value with this, the
trust of the followers in their future leaders (Bodla & Nawaz 2010). But according to
57
Bass & Riggio (2006) that the idealized affect with the satisfaction of the subordinates
resulted good correlation at r =77.
The inspirational heads (leaders) through their sincerity to their cause change the
outlook of their followers and the followers show more commitment to the input. This is
because of the high level of satisfaction on the part of the followers (Bass & Riggio,
2006). Transformational leadership and the satisfaction of the subordinates are closely
linked. All the aspects of transformational leader have close positive comparison with the
satisfaction excluding the concern of individuals (Bodla & Nawaz, 2010).
2.16 STRENGTH OF TRANSFORMATIONAL LEADERSHIP
The transformational practice of a leader has been extensively studied from
different angles and aspects. For instance the analysis content of all the published
research studies during 1990 and 2000 in Leadership Quarterly identified that thirty four
percent research studies were about charismatic or transformational leadership practices
(Lowe & Gardner, 2001). There is no doubt that transformational style of leadership is an
influential shape leadership (Yukl, 2013).
The transformational approach presents a broad spectrum of leadership that takes
not only the sharing of awards but also leader’s interest to the growth & needs of the
companion by Avolio (as cited in Riaz & Haider, 2010). The organization keep on
changing and the effective leadership is constantly stressed and asked for leadership is
nothing but the influencing relationship, in which a person or whole organization is
affected. The leader-follower relationship is based on the mutual give and take policy
(Humphrey, 2014).
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Transformational leadership transcends his own self-interest for the betterment of
his team, community and organization. The subordinates gain outstanding position
because their contributions are helpful in the emerging transformational process.
Transformational leadership puts an active emphasis on followers’ values, morals and
needs (Rowe & Guerrero, 2016).
2.17 DEFINITIONS OF JOB SATISFACTION
The prominent explanation of job satisfaction was given by Locke (as cited in
Marn, 2012), who defined job satisfaction as “a pleasurable or positive state of emotions
resulting from the opinion of one’s job experience”. Robbins and DeCenzo (2005), define
job satisfaction as a general feeling of satisfaction on the part of the worker for his or her
job. Spector, (as cited in Marn, 2012) says that job satisfaction is a universal phenomenon
about the different areas and dimension of job.
McKenna (2000) states, that job satisfaction is the realization & fulfillment of
expectations in the light of results. Job satisfaction is a mental state of satisfaction in
which the results are in equal preposition with the desired results. The researcher sees job
satisfaction as a model which leads the workers towards the willingness to work and this
willingness to work plays an important role on framing the concepts and ideas about
motivation. Job satisfaction is because of many factors such as salary, monitoring,
incentives, chances of growth and development working environment, colleagues,
attitude and functions of organization by Griffin & Bateman ( as cited in Cohen, 2003)
Robbins (2000), state that satisfaction of job among people is because of their
peculiar notion about their work. Negativity and positivity about job is because of the
59
satisfaction and dissatisfaction on the part of the workers. Job satisfaction is because of
the attitude which encompasses particular faiths, emotions and behavior about job. Job
satisfaction is totally depend upon the individual’s own attitude about work condition and
his/her positive or negative attitude determine it i.e. job satisfaction but in this only the
individual is not wanted but also his surroundings. For the sake of the research, job
satisfaction is basically the feelings of individuals about their jobs. Job satisfaction
is extensively examined job behavior, and also the widely studied topics as well in most
of the organizational environment (Judge & Church, 2000). The implied role of job
satisfaction has shown by many work motivation propositions. Job satisfaction is because
of many relevant elements i.e. goals to be achieved, social condition, incentives,
difference among the individual and the effect of the leadership style by Griffin &
Bateman (as cited in Cohen 2003).
According to the Meta study of transformational leadership conducted by Judge
and Piccolo’s in 2004. They analyzed a combined sample of 17,105 from 93 earlier
studies. They founded that there is a potent (strong) and positive link b/w job satisfaction
and transformational leadership. They also founded, the followers were more satisfied
with their jobs when they had leaders who used the styles of transformational leadership.
The followers also had higher level of motivation due to transformational leadership.
They concluded from the study that leadership styles regarding transformational was
positively related to employees’ job satisfaction. The transformational leadership
improves the follower’s motivational levels and their satisfaction with the leaders (Judge
& Piccolo, 2004).
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For more improvement in the level of satisfaction so they also used transactional
leadership and contingent rewards. They found that leadership i.e. transformational
leadership had a larger effect on follower’s satisfaction with the leader than did
transactional leadership. Thus at the end they approached to a result that the
transformational leadership and contingent rewards both have positive impacts on
follower’s satisfaction and motivation levels. It is for a better understanding this research
was conducted. The aim of the research was to postulate the relation between leadership
approach at the educational institutes and job satisfaction of teachers within the structure
of transformational leadership model pleaded by Bass and Avolio (Humphrey, 2014).
The third industrial revolution which took place in 1930’s after the research
conducted in the field of Hawthorne, brought the principle of job satisfaction for the
worker and called for the better working environment. Through this strategy a new way
was adopted for the nourishment of the workers instead of daily wedges. The workers
were the equal partners in this project of work place. This nourishment and growth was
linked with the producing quality of the work place and thus it was a great and permanent
source of job satisfaction (Bruce & Blackburn, as cited in Hallinger, 2007).
According to Hofmeyr that manager is the one who is in constant contact with his
followers, keeping in view all their needs and their satisfaction in term of job oriented
activities. Companies seek new working environment but with a better producing and
performance qualities. These steps have changed the entire level of satisfaction on the
part of workers. The workers’ satisfaction is given the top priority in organizations. This
is a proven fact that willing and dedicated workers are the assets for organizational
growth (Balgobind, 2002).
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In the words of Thierry (as cited in Balgobind, 2002), there are three different
aspects of job satisfaction.
1) Satisfaction which is because of the meeting of needs of the subordinates. The
outcome of satisfaction through positive behavior always appreciated by people and
subordinated because the assessment of the majority cannot be ignored.
2) Satisfaction brought by the working system of the organization. Good and
positive results always lead toward the introduction of modification and positive changes.
Motivation is provided to those people who are not satisfied and this motivation is only
for the improvement on the contrary, satisfaction brings consistency in the performance
of the workers and they stick to this performance until new and more strong performance
are brought for the further positive changes and improvement.
3) Satisfaction which is caused by dissatisfaction. This mean those workers who do
not produce good result, cannot stay in the organization and seek for the satisfaction after
joining other organization. But on the other hand satisfied workers continue their jobs in
the same organization and show more deduction and attachment to their job. But the
workers and managers have different opinion about the circumstances in the organization
which create job satisfaction.
Nowadays worker’s perception about job satisfaction is attached will all the
humanistic aspects of life and day to day needs. Similarly if the employment asks for
better performance, so becomes a natural tendency of the workers to seek for job
satisfaction as their right (Smith, as cited in Balgobind, 2002).
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2.18 ELEMENTS OF JOB SATISFACTION
Locke (as cited in Marn, 2012) states that job satisfaction is based on:
i) The opportunities of learning new things, intrinsic maturation and level of
interest.
ii) Proper salary and fair dealing.
iii) Opportunities of excellence and promotion.
iv) Honoring and recognizing the hard work done.
v) Benefits and other incentives provided.
vi) Working environment and surroundings.
vii) Monitoring and supervisory style and approach.
viii) Agreeableness of the co-workers and their co-operation.
ix) Managerial and leadership styles of the management and company.
The following factors are also helpful and responsible for job satisfaction;
i) Challenging work environment and freedom on the part of the workers to utilize
their expertise and receiving of the information for the betterment of their performance.
ii) Equal opportunities for reward, growth and incentive. Less money can be
accommodated if other benefits are provided.
iii) Working environment that are congenial and friendly for the better performance
of the workers. The required facilities should also be there and provided to the workers.
iv) The colleagues and heads of the other branches should also extend their hands of
co-operation to the subordinate worker. Supervisors should also have big hearts in
supporting, appreciating and facilitating the subordinates.
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According to O’ Malley (2000) that the job satisfaction has the following three
main features
i) It provides inner satisfaction and delight.
ii) It has the chances and the opportunities of making further progress.
iii) It pushes the workers towards the better accomplishment of their duties and
responsibilities.
The satisfaction of workers is bilateral, both the negative and positive aspects of the job
after going through the very texture and situation analysis regarding job.
2.19 APPROACHES REGARDING JOB SATISFACTION
Some of the people are of the view that Maslow’s sequence and order of human
needs is in a very close correspondence with the propositions of job satisfaction. But this
theory failed in the explanation and limitation of these basic needs. Other similar theories
are also there and all of them strengthen one another. These theories are all motivational
in nature (Rauf, 2012).
They are classified into two main groups.
1) Content theory.
2) Process theory.
These theories are briefly described below:
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2.19.1 Content Theory
This theory stats that equal numbers of needs are presented to all the workers
Furnham, et al., 2009). This theory is helpful in recognizing those elements which are
responsible for both i.e. the job satisfaction and the also dissatisfaction (Staples &
Higgins, as cited in Balgobind, 2002). Content theory stresses on the needs and benefits/
rewards which improve the labor (Ivancevich & Matteson, 2002). The study is based on
Herzberg’s and Maslow’s theories of need and motivation.
2.19.2 Process Theory
Fincham & Rhodes (2003) state that process theory stresses on the differences
according to the needs of the people and the thinking and comprehending approaches
which are the causes of these differences. This theory deals with all those variables which
lead towards job satisfaction (Staples & Higgens, as cited in Balgobind, 2002). This
research study has brought the equality and those features which are related to job theory.
2.20 JOB SATISFACTION INSTRUMENT
Job satisfaction has been the most favorable topic of researcher for scores of
years. There has been flux of researches in this regard such as Spector (1985), Minnesota
Satisfaction Questionnaire (MSQ) by Ghazi (2004), Scale of Job Satisfaction (SJS) by
Bas and Ardic (2002) and many others. Field in 2002 conducted surveys for the
measurement of job satisfaction. This survey was proposed by Spector which contained
36 item/statements based on the nine different aspects and areas of job satisfaction. These
aspects and dimensions are pay(s), promotion(s), supervision(s), profits, awards,
operational procedure, work environment, communication process and fellow-workers
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when it was first brought into account and it was mainly dealing with the human services
and public organization. This job satisfaction research is mainly brought into practice in
industrial and other types of organization (Fields, 2002).
A study conducted in Australia by David Lamond in 1999 on the reliable and
valid aspects of the JSS (Spector, 1985). According to Lamond many studies results a
indicate that many different areas of the work, related to promotion (US Merit Systems
Protection Board, 1987), pay (Taylor & Vest, 1992), supervisions (McNeese-Smith,
1996; DeSantis & Durst, 1996; Emmert & Taher, 1992), performance based rewards
(Drago, Estrin, & Wooden, 1992), fringe benefits (Bergmann, Bergmann, & Grahn,
1994), one's coworkers (Emmert & Taher, 1992), operating procedures (Bogg & Cooper,
1995), and the work environment (DeSantis & Durst, 1996), are linked with shown
satisfaction’s levels.
2.21 RESEARCH ON JOB SATISFACTION
New researches have proved that job satisfaction is the essential side of human
psychology. This study has to cover those areas that are related to covering the
deficiency, style of leadership, working conditions and the function and structure of
organization (Balgobind, 2002).
2.21.1 Genetic Elements/ factors
The people’s aptitude towards life and then towards working accomplishment
irrespective of its positive and negative impacts is basically genetic and inherited. More
than thirty per cent job satisfaction is because of genetic element i.e. inherited (Arvey et
al., as cited in Balgobind, 2002).
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2.21.2 Personality Disposition
The disposition i.e empirical and visible behavior of an individual and his job
satisfaction are closely connected and their effect is stronger and positive rather than
weaker and negative (Strumpfer, Danana, Gouws & Viviers as cited in Balgobind, 2002).
2.21.3 Gender
According to Lefkowitz (as cited in McKenna, 2000) many studies especially in
the US have proved that male are more satisfied than female in term of job satisfaction
but in UK the studies have shown that the female are comparatively more relaxed than
male in their jobs. A study was carried out by Mistry (2010) about the relation between
teachers’ attitudes awareness and their job satisfaction. He investigated a positive relation
b/w teachers’ mental health awareness and their job satisfaction.
2.21.4 Leadership
The result of a study conducted by Field and Dubey (as cited in Balgobind, 2002),
that there is a meaningful relation between different styles of leadership and satisfaction
of the subordinates regarding to their jobs. They founded that democratic leadership
styles has a positive impacts on job satisfaction of subordinates within human services
organizations. On the other hand, leadership control has an inverse influence on job
satisfaction of subordinates.
2.21.5 Job Satisfaction
A research was conducted on secondary school teachers’ job satisfaction by
Sirima and Poipoi in 2010. They found that work place conditions, delayed promotion
opportunities, education policies, inadequate in-service courses, poor inter-personal
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relationships and too much work were the main factors influencing job satisfaction. They
also found that teachers are more satisfied with good working environment. “Relationship
between specific aspects of teachers and job satisfaction” was conducted by Gujjar,
Qureshi and Naureen in 2007. They found that supportive and directive behaviors of
principals have appropriate relation with job satisfaction of SSTs. In contrast the non
supportive and restrictive behavior of principals has not correlated with satisfaction of
teachers. A study about job satisfaction was carried out by Zainuddin and Din in 2009.
According to them that the male workers are more satisfied from their services as
compared to female workers. They also found a significance difference in respect of job
satisfaction of female and male workers. Job satisfaction is highly depended upon the
stages of education. The extent of job satisfaction increases as the stages of education
expands. They explored that there was a meaningful relation between job satisfaction
level and salary drawn. Employees with high salaries are more satisfied from their jobs.
According to Sharma, Jyoti and Jeevan (2010), higher occupation or designation level has
a higher degree of job satisfaction.
2.22 RESEARHES ON LEADERSHIP PRACTICES AND JOB SATISFACTION
A recent study of the titled, “Benefits of employee satisfaction surveys” by Gray
(2011) shows that the morale of the employees impacts significantly on the overall
morale of the organization. This study reveals that the employees will be happy and more
productive if they feel that their opinions have great importance within the organization.
In Pakistan, Mehmood (2011) conducted his Ph.D study regarding to
administrative style of heads on teachers’ performance. According to him that the
democratic style of heads of the institutions have positive impacts on performance. The
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performance of female heads of schools was better than the male one. He also founded
that the results of the schools under democratic styles were significantly higher than
autocratic and laissez-faire leadership styles.
Another study was conducted by Rauf in 2012. The title of the study was
“Comparative Study of Organizational Commitment, Morale and Job Satisfaction of
Lecturers and Subject Specialist Teaching at Intermediate Level”. According to this study
all the three dimension that is, morale; commitment and dedication for the organization
and job satisfaction. All the three areas have successfully and meaningfully related and
connected. The population of this study comprised the subject specialists and lecturers of
intermediate level. The researcher has reached to the conclusions that all the three aspects
are linked with each other appropriately. These have a proper proportion, correspondence
with one another and all are inter dependent upon one another.
2.23 PAKISTAN EDUCATION SYSTEM
According to Farooq (as cited in Mehmood, 2011), the education system of
Pakistan comprises the following levels: nursery (preparatory classes); primary level
(grade 1 to 5); middle level (6 to 8); high/secondary level (9 to 10); intermediate/higher
secondary level (11 to 12); and the university level (graduate and post graduate). The
education level from grade 6 to grade 10 is also called high/secondary education.
2.24 EDUCATIONAL MANAGEMENT
According to Bolam management of education is a managerial practice about the
agreed upon rules and regulation. According to spare the educational management is the
hierarchy of activities which are conducted for the effective and fruitful use of the
available resources for the attainment of the formulated aims of the organization. Bush is
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on the view that the main function of the educational management is to achieve the
integrated and collective aim of both the colleges and schools. Educational management
is only meant for the attainment of set objectives for education (Bush, 2011).
2.25 PRINCIPALS AS LEADERS
In Pakistan, the school principal is the highest-ranking administrator in
higher/high schools. In secondary schools the second highest ranking person is called a
vice principal. The vice principals have many of the same responsibilities as principals,
but they may engage in additional activities (i.e., fund-raising). Principals, vice principal,
teachers and others who are responsible for the overall operation of a school are often
called school leaders.
Principal or head of an educational institute is totally responsible for the solution
of the problems inside and outside the premises of that institute. He has to enhance the
school efficiency, improve teacher’s performance, and provide more congenial working
environment to teachers and students. He has also to establish friendly relation with the
teachers and to involve the local people for the overall improvement of school. Here the
role of a principal is of a supervisor, controller, manager and director.
The perception of leadership has an important and basic role in the overall
function of the school. Quality education is imparted by those schools which have highly
trained, friendly, facilitating and qualified teaching staff but this highly trained teaching
staff needs a visionary head and principal. Result oriented training sessions should be
arranged as these produce good leaders in educational institutes. The trained and efficient
heads supervise the overall functions of the institutes. Due to lack of political will behind
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these educational policies, the highly trained principal is the inevitable need of the hour.
Bureaucracy can be handled very easily and positively by the trained heads of
educational institutes with developed leadership qualities (Rizvi, 2010).
A study conducted by Salfi and Ahmad (2011), titled “to identify the successful
leadership practices of head teachers for the school improvements at secondary stage in
Pakistan”. The results of the study deduced that most of the head teachers of successful
schools developed a shared and common vision and promoted a culture of support, trust
and collaboration. They empowered the followers to lead and shared leadership
responsibilities throughout the school environment.
2.26 EDUCATIONAL LEADERSHIP
Educational leaders are educational administrators or educational management
comprised those individuals who take part in decision making. These specifically include
the principal, vice principal and senior staff (Bush, 2011). Cuban linked leadership with
change and management with maintenance (Leithwood & Mascall, 2008). Bush (2011)
differentiated educational management from educational leadership by linking leadership
to purposes or values and management to technical issues. Leadership and educational
management are different, but both are vital. The difference between the two concepts
cannot easily be observed in routine practices of principals (Leithwood & Jantzi, 2005).
Therefore, schools and colleges need visionary leadership, to the extent that this is
possible with an effective management and centralized curriculum (Bush, 2011).
The educational leaders and manager should focus on aims and objectives of
educational setting. The main purpose of schools and colleges is to advocate teaching and
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learning process. These issues are vital to education. As learning-centered leadership is
increasingly encouraged (South worth, 2002). Effective educational leadership and
management are vital if schools are to achieve the broad objectives set by the
government. In a rapidly changing environment and competitive global economy, a
trained workforce is essential to enhance educational standards. Society expects schools
and other educational institutions to prepare the individuals for the competitive
environment (Bush, 2011)
2.27 FOLLOWERS
The word subordinates and followers are used interchangeably (Yukl, 2013). In
this research as well, the researcher used them interchangeably. Dvir and Shamir (2003)
recognized two types of followers: indirect and direct. Leaders and their followers who
have direct approach to their leaders are known as direct followers. Indirect followers
occur when subordinates do not directly approach to their leaders, and are narrated in the
opposite terms of direct relationships. Subordinates are more successful if they look by
themselves as independent and active rather than dependent and passive on their head.
Followers can play a vital role through encouragement and resistance to improve the
leadership. They provide accurate and timely information, challenge poor decisions,
resist inappropriate influence, give encouragement for good interaction and help in
coaching (Yukl, 2013). Researchers have discovered that subordinates of
transformational leader’s described satisfaction with their job (Givens, 2008). A
subordinate of transformational leader experiences identification with the leader and his
mission. Hence, leaders with transformational styles are friendly, helping and catalyst in
which subordinates use always friendly approach (Krishnan, 2004).
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2.28 THE RELATION BETWEEN PRINCIPALS AND TEACHERS
For running a school effectively, this is inevitable that teachers and principals
must have friendly relation. If the school environment is smooth flowing, the learning
environment is congenial and then the school is bound to produce not only good results
but also good and positive individuals and citizens. For this purpose, the principals must
arrange regular meetings with the teaching staff etc to ensure the better environment of
the school. The principals must also arrange the class visits on regular bases. The
principals must discuss various points of the interest with the teachers. By doing so the
schools become able to remove all the deficiencies and start smooth functioning (Yunas
& Iqbal, 2013). The principals must also strive for the provision of basic facilities in the
schools. School authorities under the supervision of principals must also arrange seminars
and training sessions. These seminars and training are to be arranged for reminding the
forgotten lesson to the teachers. Principals and teachers are the two wheels of a cart and
they support each other for the smooth progress (Kursunoglu & Tanrıogen, 2009).
If the teacher are passive and lack enthusiasm and do not want to participate in the
curricular and co-curricular activities then the school and its leaders cannot do well.
Teacher displeasure is also the main cause of their poor performance but for all these
loop holes the heads of the schools are held responsible. Thus a good leader of schools
injects and inculcates in the minds of the teachers (Niazi, 2012).
The significance of their posts and their responsibility and if again the heads fail
in doing so then they should arrange motivational seminars. Therefore, the teachers must
be kept on the right track towards excellence (Yunas & Iqbal, 2013). The heads must be
regular visitors of the classes and try to provide feedback to the teachers regarding their
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progress in a cheerful manner so that he peaceful environment must remain peaceful. The
heads of the schools must also arrange guidance and counseling sessions on regular basis.
For the accomplishment of different responsibilities, the teacher must be selected on the
formula “right man for the right job” (Nawab, 2011).
The status of Pakistani teacher is not high. In the early sixties and before that the
teachers were highly honored. But due to political interests, the status of the teacher was
degraded. Teachers have been transferred and appointed on political basis. Teachers have
become the personal servants of these politicians. The teachers were also in pursuit of
their own gains through the politicians. The politicians have appointed teachers against
the merit and mostly teachers were unqualified and untrained. The teachers cannot be
respected because they did not deserve. Now the status of teachers is in proper proportion
with their qualification. More qualified teachers enjoy high status (Yunas & Iqbal, 2013).
Pakistani teachers do not enjoy authority and power like other government
employees. Teacher job is not a job but a post and post has its own demands. These
demands of the teaching post are major factors in the social status of a teacher. The
school teacher is at the lowest position in Pakistani education system. Teachers and
student are controlled and supervised from the high management. Similarly the principal
according to one of the definitions is the teacher of teachers. Therefore, the principal
must feel the intensity, responsibility and demands of his job while managing the school
and others who are related to school (Nawab, 2011).
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Chapter 3
METHOD AND PROCEDURE
The detailed methods and procedures of the research have been discussed in this
chapter. This chapter also encompasses the procedure of data analysis in detail. The
population and the sampling procedure of the study are identified. It further adds the
procedure adopted for the collection of data.
The nature of this study is co-relational. It is framed to find out the influence of
transformational leadership approach of principals on Secondary School Teachers’ job
satisfaction. Keeping in view the majority of SSTs, the data were collected with the help
of survey research method. According to Creswell (2003) this method of data gathering is
more workable and reasonable for a large population (Rauf, 2012).
3.1 POPULATION
Among the four provinces of Pakistan, Khyber PakhtunKhwa is one of them. The
researcher belongs to this province so it was taken as a population for the research work
because it was very suitable for the researcher to personally interact with the respondents
(teachers). All male secondary school teachers of government higher and high secondary
schools of KPK were engaged as a population for the current study.
There were 1166 government higher and high secondary schools for boys and
8125 male secondary school teachers in those high & higher secondary schools in KPK,
which constituted the population of the study. The total number of principals and
secondary school teachers were taken from the Education Management Information
System (EMIS) annual statistical report (2013-14), Peshawar.
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All those PhD scholars, MS-education students, M.Ed students and other students of
Northern University enrolled in different programs who were teaching in government schools
were included in the population.
Population for this research was as follow:
(i) Eight thousands one hundred and twenty five secondary school teachers of
government high and higher secondary schools of KPK.
(ii) One thousand one hundred and sixty six government male high and higher
secondary schools.
(iii) One hundred and fifty teachers of government schools enrolled in different
programs at Northern University, Nowshera.
3.2 SAMPLE
The population defined for this study was scattered over twenty five districts of
Khyber Pakhtunkhwa. Thus, care was needed in the selection of the sample districts. The
districts were chosen on the basis of cultural background. The sampled districts were
Charsadda (Pashto), D.I. Khan (Saraiki and Pashto), Haripur (Hindko and Pashto),
Mardan (Pashto), Nowshera (Pashto and Urdu), Peshawar (Pashto and Hindko) and Swat
(Pashto and Urdu). According to EMIS report 2013-14, there were 8125 male secondary
school teachers in 1166 high and higher secondary schools in KPK. Two samples were
used for the current study to get more valid and reliable findings. There were two types of
samples used for this study.
Sample-I (Working Teachers)
One thousand and fifty working teachers (who were there in their respective
schools at the time of data collection) were taken as sample-I from seven selected
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districts on the basis of spoken languages. Using convenient sampling technique, a
sample of 1050 teachers was drawn from 140 schools of KPK in such a way that twenty
schools from every sample district were selected for collection of data. It was 13% of the
population. Morgan and Krejcie (as cited in Gay, 2000), provided guidance for a sample
size of a population around 2800, it is suggested to be 338(12%).
The sample-I procedure that was used as shown in the following table:
Table 1: Sample I (Working Teachers)
S. NO Name of District Number of schools Working Teachers.
1 Charsadda 20 150
2 D.I.Khan 20 150
3 Haripur 20 150
4 Mardan 20 150
5 Nowshera 20 150
6 Peshawar 20 150
7 Swat 20 150
Total 7 140 1050
Sample-II (Student Teachers)
One hundred student teachers (who were out of schools and enrolled in different
programs for higher studies) from PhD education, MS education, M.ED and others
teachers of different programs at Northern University, Nowshera were selected for
collection of data. For more acceptable and reliable outcomes, this sample was framed.
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The sample-II procedure is shown in the following table:
Table 2: Sample-II (Student Teachers)
S. No Programs Student Teachers
1 PhD Education 15
2 MS Education 30
3 M.Ed 50
4 Others 05
Total 4 100
Figure 2 Research framework
Transformational Leadership Job Satisfaction
Idealized Behaviour
Idealized Attribute
Inspirational
Motivation Job Satisfaction
Intellectual
Stimulation
Individualized
Consideration
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3.3 RESEARCH INSTRUMENTS
For achieving the main objectives of the present study and in view of related
literature, the following two questionnaires were used for the collection of data:
i) Multifactor Leadership Questionnaire(MLQ)----- Appendix A
ii) Job Satisfaction Survey(JSS)----- Appendix B
3.3.1 Multifactor Leadership Questionnaire Instrument
The researcher investigated the elements of transformational leaders through
Idealize behavior, Inspirational motives, Individualized consideration, Intellectual
stimulus and Idealize attribute. The styles of principals (transformational leadership)
were measured by Multifactor Leadership Questionnaire (Balgobind, 2002). The rating
form of the scale consists of all the above elements of transformational leadership. To
make the questionnaire more understandable and reliable, it was translated into Urdu
language. Twenty items related to transformational leadership were used for the current
study to measure leadership styles of the principals. Four items for each of the five
elements were set in the questionnaire according to the format given in the table 3.
Table 3: Distribution of Multifactor Leadership Questionnaire items
Dimension No. of Items Item No. in Questionnaire
Idealized Behavior 4 1,6,11,16
Idealized Attribute 4 2,7,12,17
Inspirational Motivation 4 3,8,13,18
Intellectual Stimulation 4 4,9,14,19
Individualized Consideration 4 5,10,15,20
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This study used Multifactor Leadership Questionnaire (MLQ) for measuring
leadership practices of principals as transformational because the items of leaders
behavior in this questionnaire are suitable than other commonly used survey instruments
(Northouse, 2016).
A Five-point rating scale was used for the frequencies of sample leader’s behaviors:
SA for Strongly Agree = 5 marks
A for Agree = 4 marks
UD for Undecided = 3 marks
DA for Disagree = 2 marks
SDA for Strongly Disagree = 1 mark
3.3.2 Reliabilities Measures of the Dimensions of Transformational Leadership
Various methods can be followed to measure the reliability of a fact findings
survey process tool. The reliability means that the items on the tool measure the same
fact. Simply, the items are homogeneous. Cronbach’s coefficient alpha (α) is widely
followed in the field of educational research for the purpose of measuring the reliabilities
of survey data items.
The Cronbach’s coefficient alpha for various attributes of transformational leadership has
been shown in the following table.
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Table 4: Cronbach’s Alpha of transformational leadership attributes.
Dimension No. of items Cronbach’s Alpha
Idealized Behavior 4 0.802
Idealized Attribute 4 0.764
Inspirational Motivation 4 0.800
Intellectual Stimulation 4 0.794
Individualized Consideration 4 0.785
The table 4 indicates that cronbach’s coefficient alpha for idealize behavior;
idealize attribute, intellectual stimulus, inspirational motives and individual consideration
were 0.802, 0.764, 0.794, 0.800 and 0. 785 respectively
The reliability statistics illustrates that cronbach’s alpha range for all the
components of transformational leadership concepts presented in MLQ rating form
questionnaire range from 0.764 to 0.802 was close to the specified measured formulated
by Bass and Avolio. The alpha results of the attributes of transformational leadership for
the current study ranged from0.764 to 0.802, so it is good particularly in a qualitative
study.
3.3.3 Job Satisfaction Survey Instrument
The Job Satisfaction Survey was suitable for our environment and adapted for this
study as initially it was designed for human services and non-profitable organizations. It
was then extended to all other settings as well. The authors’ permission was sought to
use it for research purposes (Appendix D).
Job Satisfaction Survey contains thirty six statements which further categorized
into nine dimensions. The job satisfaction dimensions include pay (salary), supervision,
promotion, operational procedures, contingent rewards, benefits, colleagues, job nature
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and communication. For each facet, there were four items and the participants were asked
to respond to all 36 items (Fields, 2002). The individual items summed together for the
purpose to compute various scores. The responses ranged from one to five options for
each item. Some of the items were scored positively and some scored negatively. A
positive response represented satisfaction while negative response indicated
dissatisfaction. Thus, agreement with favorable items and disagreement with non-
favorable items indicated contentment. The respondents who disagreed with favorable
items and agreed with non-favorable items indicated discontent. Nineteen (19) statements
out of 36 were negative as shown in the table 5. For accurate result, first the negative
items have been reversed then numbered acknowledgments for the suitable items have
been added. The total contentment score was the result of all thirty six items.
For this study, JSS was used because it contained all facets required for the study.
A five-point scale was used for raters to give their responses:
SA for Strongly Agree = 5 marks
A for Agree = 4 marks
UD for Undecided = 3 marks
DA for Disagree = 2 marks
SDA for Strongly Disagree = 1 mark
3.3.4 Reliability of Job Satisfaction Survey
A study conducted by Spector in 1997 a sample of three thousands and sixty
seven individuals completed the Job Satisfaction Survey and the coefficient alpha values
for the facets were found between 0.60 for colleagues and 0.90. According to Bryman
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and Cranner (as cited in Balgobind, 2002), the accepted minimal model for internal
consistency is 0.80, thus showing that the co-worker/colleagues facet is somewhat lower
than what is anticipated.
Further the test-retest reflects the standard and solidity of the scale overtime. The
reliabilities ranged from 0.37 to 0.70. Spector pointed out that the relative standard of
satisfaction was exceptional in that the time length was 18 months during which various
major changes occurred. The reliabilities of the current study ranged from 0.57 to 0.90 as
described in the table below. The Cronbach’s coefficient alpha for various dimensions of
job satisfaction for has been shown in the table 5.
Table 5: Cronbach’s coefficient alpha of various dimensions of job satisfaction
Dimensions Front items Negative items Cronbach’s Alpha
Pay 1,28 10,19 0.902
Promotion 11,20,33 2 0.656
Supervision 3,30 12,21 0.573
Fringe benefits 13,22 4,29 0.848
Contingent rewards 5 14,23,32 0.685
Operating conditions 15 6,24,31 0.740
Co-worker 7,25 16,34 0.899
Nature of work 17,27,35 8 0.856
Communication 9 18,26,36 0.860
3.3.5 Development and Validity of the Research Instruments
Two questionnaires were used for the collection of data in the current study. They
were reshaped from the authentic versions to set into the demands of regional
environment and for this survey. Validity for the instruments MLQ and JSS was set by
asking experts in the field to assess the data collection tools for consistency and clarity of
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items format. The experts were professor, scholars and high profile principals (Appendix
C). They judged the instrument with respect to the research questions and included only
those items related to the current study. They suggested to exclude transactional and
laissez fair leadership items of MLQ because those items have no relation with the
current study. Additional suggestions included to use Urdu language translation with each
item because Urdu is the national language of Pakistan. Therefore, it was decided by the
researcher based on experts’ opinions to present each item of the questionnaires with
Urdu translation to make the instrument more understandable for the respondents
(secondary school teachers). The instruments were adjusted according to the opinions and
recommendations of the expert panel. The items of JSS were also translated into Urdu
language. Their opinions were given due respect to the current enquiry. Suggestions of
the panel of the specialists encouraged the content validity of the tools. After
incorporating suggestions of the experts, the scales were pilot tested. The researcher
carried out a pilot study in one government higher secondary school in district Charsadda
and one high school in district Peshawar to improve the questionnaires on the basis of the
feedback from the respondents. The feedback was taken from twenty secondary school
teachers.
3.4 DATA COLLECTION
Two questionnaires MLQ and JSS both for the teachers were used by the
researcher for the data collection. Both the questionnaires were closed-ended. The
questionnaires were finalized after the suggestions of the panel of experts. Data was
collected through questionnaires and analyzed through quantitative statistical methods
such as standard deviation, t-test, mean and correlation.
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In the first phase of the study data were collected from the seven selected
districts. The researcher did extensive visits for the data collection. In order to get
authentic and sound information, the researcher personally visited each of the sample
districts; contacted SSTs district presidents (Appendix-E) and motivated them to act as a
focal person in this enquiry for the collection of data of their respective districts. The
researcher distributed and collected questionnaires among the teachers with the help of
focal persons. The researcher completed 150 questionnaires from the teachers of 20
convenient schools of every sample district. During the data collection process, the
researcher was in closed contact with the teachers and focal persons for any query. The
whole process from distribution to collection of questionnaires took four months.
In the second phase of the study, the researcher personally collected the data from
those PhD scholars, MS Education students, M.Ed students and students of other
programs enrolled at Northern University who were teaching in government schools. The
purpose of this data collection procedure was to get the data from different environments
and locations with the same instruments for valid and reliable results.
3.5 ANALYSIS OF DATA
Analysis of data is a procedure used to remodel, alter and re-examine certain data
with a prospect to reach to a specific conclusion for a given situation or problem. In
simple words analysis of facts & figures is vital for fact-finding understatement rather no
research can bear proof without analysis. Different approaches can be used for the
analysis of data according to the requirements and needs of the study (Balgobind, 2002).
The version 16th of Statistical Package for Social Sciences (SPSS) was adopted
for the analysis of data statistically. After collection of the filled questionnaires from all
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the districts, the data were given weight for analysis. The collected data were interpreted
in the light of the research objectives. Data analysis was carried out by statistical
methods such as standard deviation, t-test, mean and Pearson correlation.
a) Mean and Standard Deviation
The mean provides a common overview of the facts & figures and standard
deviation offers a dispersal of the data according to the divergence of the facts & figures
(Balgobind, 2002). The mean score and standard deviation are used to explore the level
of transformational process of interaction of heads and teachers job contentment. High,
moderate and low level was explained by Wahab et.al (2014) as:
Low level if mean score less than 2.50
Moderate if mean scores equal to 250 and less than 3.50
High if mean scores greater or equal to 3.50
The formula for the sample standard deviation of a data set (s) is
Where,
x Given value
x¯ Mean score
n Total values in number.
b) Pearson Correlation
This test was used to test the connection between two variables. The correlation
coefficient(r) was a measure of the closeness of the relationship between two variables
86
under consideration. The acceptance of alternative hypotheses implies that the two
variables under consideration are related to each other. The rejection of alternative
hypotheses implies that there is no relationship between the two variables under
comparison.
Pearson’s correlation coefficient for two variables and are defined as follows:
If r equal zero means no correlation
r less than zero means negative correlation
r greater than zero means positive correlation
Pearson's “r” can take range from -1 to 1
c) T-test Statistic
Independent samples “t-test” means that there are two sections, and we are
comparing the means of the sections. The pooled (i.e., "equal variances") method was
used because the standard deviations were found similar (the larger sample standard
deviation is not more than twice of the smaller standard deviation). Two independent
samples are extracted from population with similar population differences (variances),
the test statistic t was computed as:
H0: μ1−μ2=0 No difference between groups.
HA: μ1−μ2≠0 Difference between groups.
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With (df = n1 + n2 – 2)
Here x¯1 − x¯2 sample mean difference
μ1−μ2 population means difference.
With
Where
sp = Pooled standard deviation
s1 = SD of sample I
s2 = SD of sample II
n1 = Sample size of sample I
n2 = Sample size of sample II
x¯1= Mean score of sample I
x¯2 = Mean score of sample II
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The manipulated “t value” was computed to the table value with degrees of
freedom (df = n1 + n2 – 2) and choose level of confidence. Null hypothesis (H subscript
0) was rejected if the “t value” was found more than the critical value. The data were
analyzed and then the findings, conclusions and recommendations were extracted.
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Chapter 4
ANALYSIS AND INTERPRETATION OF DATA
This segment concerns with interpretation and analysis of the data. The motive of
this segment is to present the outcomes based on the facts and figures acquired by the
investigator. The collected data from the questionnaires were analyzed, interpreted and
organized in tables. Facts and figures by survey procedure were deduced and examined
through quantitative statistical techniques.
Descriptive analysis statistics were carried out to get the mean scores and standard
deviations to identify the levels of transformational headship styles and job satisfaction.
The inferential analysis statistics of Pearson correlation and t-test (independent test) were
also used. T-statistics of independent samples were applied for equating the means of the
two samples. Similarly, Pearson correlation was applied to determine whether there is a
relation between principal’s transformational styles with teachers’ job satisfaction. The
obtained data lead to produce useful and meaningful information for discussion and
findings leading to conclusions and recommendations.
4.1 RESULTS
There were 78 hypotheses framed for this research. They were distinguished into
two heads on the basis of hypotheses’ essence i.e. 72 null and 6 alternatives. Data were
interacted using SPSS version 16.0. All the hypotheses were tried at significant level p
=0.05.
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4.1.1 Null Hypotheses Tests
H01: There is no significant difference between the responses of working teachers and
student teachers.
Table 6: My principal talks about his most important believes and values
Respondents
(Conditions) N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
4.27
0.784 0.084 3.33
Student
teachers 100
3.99
0.989
Significant Table value=1.96 at 0.05 level
Table 6 reveals that t- value was found to be 3.33. This value was more than the
table t-value at 0.05, level of significance. So, the null hypothesis (H01), “There is no
significant difference b/w the responses of working teachers and student teachers” was
rejected.
H02: There is no significant difference between the responses of working teachers and
student teachers.
Table 7: My principal injects inspiration in me for being connected with him
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.89
1.038 0.127 1.72
Student
teachers 100
3.68
1.229
Not Significant Table value at 0.05 = 1.96
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Table 7 indicates that t- value was found to be 1.72 which was less than the table
t-value at significance level of 0.05. Hence, the null hypothesis (H02), “There is no
significant difference between the responses of working teachers and student teachers”
was accepted. An independent-sample t-test was conducted to compare responses of
working teachers and student teachers. There was not a meaningful difference in the
responses between working teachers and student teachers.
H03: There is no significant difference between the responses of working teachers and
student teachers.
Table 8: My principal expresses his views positively about the future
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
4.11
0.947
0.100 1.34
Student
teachers 100
3.98
1.034
Not Significant Table value at 0.05 = 1.96
It can be deduced from table 8 that t- value was found to be 1.34 which was less
than the table t-value at significance (Alpha) level of 0.05. Hence, the null hypothesis
(H03), “There is no significant difference between the responses of working teachers and
student teachers” was accepted. An independent-sample t-test was conducted to examine
the responses of working teachers and student teachers. There was not a
significant/meaningful difference in the scores between working teachers and student
teachers.
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H04: There is no significant difference between the responses of working teachers and
student teachers.
Table 9: My principal re-examines crucial assumptions to question if they are
suitable
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.66
1.082
0.113 1.92
Student
teachers 100
3.45
1.095
Not Significant Table value at 0.05 = 1.96
A less t-value (1.92) was found than the table t-value at alpha level of 0.05 in
table 9. Hence, the null hypothesis, “There is no significant difference between the
responses of working teachers and student teachers” was accepted.
H05: There is no significant difference between the responses of working teachers and
student teachers.
Table 10: My principal spends time in teaching and guiding
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.67
1.248 0.130 0.11
Student
teachers 100
3.66
1.265
Not Significant Table value at 0.05 = 1.96
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The t- value (0.11) was found less than the table t-value at significance level
(0.05). Thus, the null hypothesis (H05), “There is no significant/meaningful difference
between the responses of working teachers and student teachers” was accepted. An
independent t-test was managed to compare responses of working teachers and student
teachers. There was not a significant difference in the scores between working teachers
and student teachers.
H06: There is no significant difference between the responses of working teachers and
student teachers.
Table 11: My principal mentions the importance of having a strong sense and
commitment for purpose
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
4.02
1.036
0.108 0.23
Student
teachers 100
4.00
1.015
Not Significant Table value at 0.05 = 1.96
The table 11 shows that t- value (0.23) which was less than the table t-value
(1.96) at 0.05, significance level. Thus H06 “There is no significant difference between
the responses of working teachers and student teachers” was accepted. An independent t-
test was administered to compare responses of working teachers and student teachers.
There was not meaningful difference in the scores between working teachers and student
teachers.
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H07: There is no significant difference between the responses of working teachers and
student teachers.
Table 12: My principal prefers team interest than self interest
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.96
1.054
0.110 1.37
Student
teachers 100
3.81
1.041
Not Significant Table value at 0.05 = 1.96
A less t- value =1.37 than the table t-value=1.96 was found in the table 12
significance level of 0.05. Thus H07 “There is no significant difference between the
responses of working teachers and student teachers” was accepted.
H08: There is no significant difference between the responses of working teachers and
student teachers.
Table 13: My principal is a person who talks zest and zeal about what needs to be
accomplished
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
4.03
1.005 0.119 2.66
Student
teachers 100
3.72
1.155
Significant Table value at 0.05 = 1.96
95
The table 13 shows a value of t=2.66 which was found greater than the table t-
value at alpha level of 0.05. Hence, H08 “There is no significant difference between the
responses of working teachers and student teachers” was rejected. An independent-
samples “t-test” was managed to compare responses of working teachers and student
teachers. There was a meaningful difference in the mean scores between working
teachers and student teachers.
H09: There is no significant difference between the responses of working teachers and
student teachers.
Table 14: My principal seeks various aspects when solving problems
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.96
1.006
0.105 1.21
Student
teachers 100
3.84
1.051
Not Significant Table value at 0.05 = 1.96
The table 14 indicates that t- value=1.21 which was less than the table t-value at
alpha level of 0.05. Thus, the null hypothesis (H09) “There is no significant difference
between the responses of working teachers and student teachers” was accepted. An
independent “t-test” was administered to compare responses of working teachers and
student teachers. There was not a meaningful difference in the scores between working
teachers and student teachers.
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H010: There is no significant difference between the responses of working teachers and
student teachers.
Table 15: My principal extends his hands of co-operation to all co-workers equally
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.76
1.145 0.140 -0.06
Student
teachers 100
3.77
1.354
Not Significant Table value at 0.05 = 1.96
Table 15 shows the t- value= -0.06 which was less than the table t-value at
significance level of 0.05. Thus, the null hypothesis, “There is no meaningful difference
between the responses of working teachers and student teachers” was accepted.
H011: There is no significant difference between the responses of working teachers and
student teachers.
Table 16: My principal keeps in mind the ethical and moral consequences of
decisions
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.97
1.029
0.109 1.54
Student
teachers 100
3.81
1.160
Not Significant Table value at 0.05 = 1.96
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It can be deduced form table 16 that t- value=1.54. This was less than the table t-
value at significance level of 0.05. Thus, the null hypothesis (H011), “There is no
significant difference between the responses of working teachers and student teachers”
was accepted. An independent “t-test” was conducted to compare responses of working
teachers and student teachers. There was not a meaningful difference in the scores
between working teachers and student teachers.
H012: There is no significant difference between the responses of working teachers and
student teachers.
Table 17: My principal follows different ways that make others to respect him
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.63
1.099
0.129 3.70
Student
teachers 100
3.15
1.250
Significant Table value at 0.05 = 1.96
Table 17 indicates the retrieved t- value=3.70 which was greater than the critical
table t-value at alpha level of 0.05. Hence, the null hypothesis (H012), “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent t-test was adopted to compare responses of working
teachers and student teachers. There was a meaningful difference in the scores between
working teachers and student teachers.
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H013: There is no significant difference between the responses of working teachers and
student teachers.
Table 18: My principal presents an interesting and attractive vision of the future
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.69
1.036
0.108 1.71
Student
teachers 100
3.51
1.087
Not Significant Table value at 0.05 = 1.96
Table 18 shows that the retrieved t- value of 1.71 which was smaller than the table
t-value at level of significance=0.05. Thus, the null hypothesis (H013), “There is no
significant difference between the responses of working teachers and student teachers”
was accepted.
H014: There is no significant difference between the responses of working teachers and
student teachers.
Table 19: My principal observes problems with their different angles
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.92
0.964
0.110 2.17
Student
teachers 100
3.69
1.060
Significant Table value at 0.05 = 1.96
99
Table 19 represents that the accessed t- value of 2.17 which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis (H014), “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples “t-test” was carried out to compare responses of
working teachers and student teachers. There was a meaningful difference in the scores
between working teachers and student teachers.
H015: There is no significant difference between the responses of working teachers and
student teachers.
Table 20: My principal treats the individuals with their peculiar and different
abilities
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.80
1.130 0.130 3.04
Student
teachers 100
3.41
1.256
Significant Table value at 0.05 = 1.96
Since the accessed t- value of 3.04 which was greater than the critical value at
level of significance of 0.05. Thus, the null hypothesis, “There is no significant difference
between the responses of working teachers and student teachers” was rejected. A two-
sample independent t-test was used to compare responses of working teachers and student
teachers. There was a significant/meaningful difference in the scores between working
teachers and student teachers.
100
H016: There is no significant difference between the responses of working teachers and
student teachers.
Table 21: He believes in the collective accomplishment of mission
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
4.05
0.968
0.121 1.88
Student
teachers 100
3.83
1.172
Not Significant Table value at 0.05 = 1.96
Table 21 indicates the t- value=1.88 which was found less than the table t-
value=1.96 at significance level of 0.05. Hence, the null hypothesis (H016), “There is no
significant difference between the responses of working teachers and student teachers”
was accepted.
H017: There is no significant difference between the responses of working teachers and
student teachers.
Table 22: He exhibits a sense of confidence and power
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.81
1.068
0.112 3.11
Prospective
teachers 100
3.46
1.131
Significant Table value at 0.05 = 1.96
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Table 22 shows that t- value was found to be 3.11, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
H018: There is no significant difference between the responses of working teachers and
student teachers.
Table 23: He is objectives oriented
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.99
0.964 0.126 3.42
Student
teachers 100
3.56
1.225
Significant Table value at 0.05 = 1.96
Table 23 indicates the t- value was found to be 3.42, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
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H019: There is no significant difference between the responses of working teachers and
student teachers.
Table 24: My principal recommends new innovations for the completion of assigned
tasks
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.92
0.978
0.111 2.12
Student
teachers 100
3.69
1.070
Significant Table value at 0.05 = 1.96
Table 24 reveals the t- value was found to be 2.12, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected.
H020: There is no significant difference between the responses of working teachers and
student teachers.
Table 25: My principal helps in the development of my strengths/qualities
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.77
1.108
0.135 1.58
Student
teachers 100
3.56
1.312
Not Significant Table value at 0.05 = 1.96
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Table 25 represents the t- value was found to be 1.58 which was less than the
table t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was not a significant difference in the
scores between working teachers and student teachers.
H021: There is no significant difference between the responses of working teachers and
student teachers.
Table 26: I feel I am being paid a fair amount for the work I do
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.06
1.017 0.138 -7.09
Student
teachers 100
3.05
1.351
Significant Table value at 0.05 = 1.96
Table 26 shows the t- value was found to be -7.09, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
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H022: There is no significant difference between the responses of working teachers and
student teachers.
Table 27: My principal is quite competent in doing his job
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.28
1.279
0.133 -1.97
Student
teachers 100
3.53
1.184
Significant Table value at 0.05 = 1.96
Table 27 leads to the result that t- value was found to be -1.97 which was greater
than the table t-value at level of significance of 0.05. Hence, the null hypothesis, “There
is no significant difference between the responses of working teachers and student
teachers” was rejected.
H023: There is no significant difference between the responses of working teachers and
student teachers.
Table 28: When I do a good job, I receive the recognition for it that I should receive
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.49
1.393 0.146 -4.84
Student
teachers 100
3.20
1.421
Significant Table value at 0.05 = 1.96
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Table 28 indicates the t- value was found to be -4.84, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
H024: There is no significant difference between the responses of working teachers and
student teachers.
Table 29: I like the people I work with
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.79
1.131 0.117 0.42
Student
teachers 100
3.74
1.069
Not Significant Table value at 0.05 = 1.96
Table 29 shows the t- value was found to be 0.42 which was less than the table t-
value at level of significance of 0.05. Hence, the null hypothesis, “There is no significant
difference between the responses of working teachers and student teachers” was
accepted. An independent-samples t-test was conducted to compare responses of working
teachers and student teachers. There was not a significant difference in the scores
between working teachers and student teachers.
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H025: There is no significant difference between the responses of working teachers and
student teachers.
Table 30: Communications seem good within this organization
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.29
1.254
0.131 -0.26
Student
teachers 100
3.33
1.263
Not Significant Table value at 0.05 = 1.96
Table 30 reveals the t- value was found to be -0.26 which was less than the table
t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted.
H026: There is no significant difference between the responses of working teachers and
student teachers.
Table 31: Those that do well on the job stand a fair chance of being promoted
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.03
1.048 0.149 -10.59
Student
teachers 100
3.61
1.455
Significant Table value at 0.05 = 1.96
107
Table 31 indicates the t- value was found to be -10.59, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
H027: There is no significant difference between the responses of working teachers and
student teachers.
Table 32: The benefits we receive are as good as most other organizations offer
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.26
1.173
0.123 -4.36
Student
teachers 100
2.80
1.247
Significant Table value at 0.05 = 1.96
Table 32 reveals the t- value was found to be -4.36, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
108
H028: There is no significant difference between the responses of working teachers and
student teachers.
Table 33: My efforts to do a good job are seldom blocked by red tape
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.15
1.304
0.122 1.51
Student
teachers 100
2.97
1.158
Not Significant Table value at 0.05 = 1.96
Table 33 represents that t- value was found to be 1.51 which was less than the
table t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted.
H029: There is no significant difference between the responses of working teachers and
student teachers.
Table 34: I like doing the things I do at work
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.85
1.219
0.111 0.29
Student
teachers 100
3.82
1.048
Not Significant Table value at 0.05 = 1.96
109
Table 34 indicates the t- value was found to be 0.29 which was less than the table
t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was not a significant difference in the
scores between working teachers and student teachers.
H030: There is no significant difference between the responses of working teachers and
student teachers.
Table 35: People get ahead as fast here as they do in other places
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.06
1.031 0.124 -6.40
Student
teachers 100
2.86
1.206
Significant Table value at 0.05 = 1.96
Table 35 shows the t- value was found to be -6.40, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
110
H031: There is no significant difference between the responses of working teachers and
student teachers.
Table 36: The benefit package we have is equitable
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.10
1.091
0.129 -6.24
Student
teachers 100
2.91
1.247
Significant Table value at 0.05 = 1.96
Table 36 reveals the t- value was found to be -6.24, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected.
H032: There is no significant difference between the responses of working teachers and
student teachers.
Table 37: I enjoy my coworkers
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.77
1.162
0.120 -0.22
Student
teachers 100
3.80
1.073
Not Significant Table value at 0.05 = 1.96
111
Table 37 reveals the t- value was found to be -0.22 which was less than the table
t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was not a significant difference in the
scores between working teachers and student teachers.
H033: There is no significant difference between the responses of working teachers and
student teachers.
Table 38: I feel a sense of pride in doing my job
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.87
1.179 0.123 -0.20
Student
teachers 100
3.90
1.159
Not Significant Table value at 0.05 = 1.96
It can be deduced from the table 38 that t- value was found to be -0.20 which was
less than the table t-value at level of significance of 0.05. Hence, the null hypothesis,
“There is no significant difference between the responses of working teachers and student
teachers” was accepted. An independent-samples t-test was conducted to compare
responses of working teachers and student teachers. There was not a significant
difference in the scores between working teachers and student teachers.
112
H034: There is no significant difference between the responses of working teachers and
student teachers.
Table 39: I feel satisfaction with my chances for salary increases
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.24
1.167
0.130 -6.00
Student
teachers 100
3.03
1.258
Significant Table value at 0.05 = 1.96
Table 39 indicates the t- value was found to be -6.00, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected.
H035: There is no significant difference between the responses of working teachers and
student teachers.
Table 40: I like my principal
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.42
1.233 0.129 -1.21
Student
teachers 100
3.58
1.232
Not Significant Table value at 0.05 = 1.96
113
Table 40 indicates the t- value was found to be -1.21 which was less than the table
t-value at significance level of 0.05. Hence, the null hypothesis, “There is no significant
difference between the responses of working teachers and student teachers” was
accepted. An independent-samples t-test was conducted to compare responses of working
teachers and student teachers. There was not a significant difference in the scores
between working teachers and student teachers.
H036: There is no significant difference between the responses of working teachers and
student teachers.
Table 41: I am satisfied with my chances for promotion.
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.06
1.063
0.123 -7.12
Student
teachers 100
2.95
1.192
Significant Table value at 0.05 = 1.96
Table 41 shows the t- value was found to be -7.12, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
114
H037: There is no significant difference between the responses of working teachers and
student teachers.
Table 42: My job is enjoyable
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.71
1.169
0.128 2.69
Student
teachers 100
3.37
1.236
Significant Table value at 0.05 = 1.96
Table 42 reveals the t- value was found to be 2.69, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected.
H038: There is no significant difference between the responses of working teachers and
student teachers.
Table 43: There is really too little chance for promotion on my job
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.00
0.840
0.129 -8.42
Student
teachers 100
3.09
1.264
Significant Table value at 0.05 = 1.96
115
Table 43 shows the t- value was found to be -8.42, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
H039: There is no significant difference between the responses of working teachers and
student teachers.
Table 44: I am not satisfied with the benefits I receive
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.21
1.126
0.139 -6.25
Student
teachers 100
3.09
1.349
Significant Table value at 0.05 = 1.96
Table 44 leads to the result that t- value was found to be -6.25 which was greater
than the table t-value at level of significance of 0.05. Hence, the null hypothesis, “There
is no significant difference between the responses of working teachers and student
teachers” was rejected. An independent-samples t-test was conducted to compare
responses of working teachers and student teachers. There was a significant difference in
the scores between working teachers and student teachers.
116
H040: There is no significant difference between the responses of working teachers and
student teachers.
Table 45: Many of our rules and procedures make doing a good job difficult
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.56
1.209
0.126 2.38
Student
teachers 100
2.26
1.244
Significant Table value at 0.05 = 1.96
Table 45 indicates the t- value was found to be 2.38, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected.
H041: There is no significant difference between the responses of working teachers and
student teachers.
Table 46: I sometime feel my job is meaningless
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.76
1.258
0.131 0.75
Student
teachers 100
3.67
1.214
Not Significant Table value at 0.05 = 1.96
117
Table 46 reveals that t- value was found to be 0.75 which was less than the table t-
value at level of significance of 0.05. Hence, the null hypothesis, “There is no significant
difference between the responses of working teachers and student teachers” was
accepted. An independent-samples t-test was conducted to compare responses of working
teachers and student teachers. There was not a significant difference in the scores
between working teachers and student teachers.
H042: There is no significant difference between the responses of working teachers and
student teachers.
Table 47: Raises are too few and far between
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.16
1.002
0.130 -1.97
Student
teachers 100
2.42
1.272
Significant Table value at 0.05 = 1.96
Table 47 shows the t- value was found to be -1.97, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
118
H043: There is no significant difference between the responses of working teachers and
student teachers.
Table 48: My principal is unfair to me
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.17
1.315 0.124 0.88
Student
teachers 100
3.06
1.179
Not Significant Table value at 0.05 = 1.96
Table 48 indicates the t- value was found to be 0.88 which was less than the table
t-value at a significance level of 0.05. Hence, the null hypothesis, “There is no significant
difference between the responses of working teachers and student teachers” was
accepted.
H044: There is no significant difference between the responses of working teachers and
student teachers.
Table 49: I do not feel that the work I do is appreciated
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.26
1.308
0.135 -5.97
Student
teachers 100
3.08
1.186
Significant Table value at 0.05 = 1.96
119
Table 49 reveals the t- value was found to be -5.97, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
H045: There is no significant difference between the responses of working teachers and
student teachers.
Table 50: I find I have to work harder at my job because of the incompetence of
people I work with
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.34
1.308
0.137 2.06
Student
teachers 100
3.06
1.339
Significant Table value at 0.05 = 1.96
Table 50 represents that t- value was found to be 2.06 which was greater than the
table t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
120
H046: There is no significant difference between the responses of working teachers and
student teachers.
Table 51: The goals of this organization are not clear to me
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.31
1.257
0.125 0.49
Student
teachers 100
3.25
1.192
Not Significant Table value at 0.05 = 1.96
Table 51 indicates the t- value was found to be 0.49 which was less than the table
t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted.
H047: There is no significant difference between the responses of working teachers and
student teachers.
Table 52: I feel unappreciated by the organization when I think about what they pay
me
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.07
1.301
0.135 -4.84
Student
teachers 100
2.73
1.229
Significant Table value at 0.05 = 1.96
121
It can be deduced from the table 52 that t- value was found to be -4.84 which was
greater than the table t-value at level of significance of 0.05. Hence, the null hypothesis,
“There is no significant difference between the responses of working teachers and student
teachers” was rejected. An independent-samples t-test was conducted to compare
responses of working teachers and student teachers. There was a significant difference in
the scores between working teachers and student teachers.
H048: There is no significant difference between the responses of working teachers and
student teachers.
Table 53: My principal shows too little interest in the feelings of subordinates
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.66
1.237
0.130 7.02
Student
teachers 100
2.75
1.305
Significant Table value at 0.05 = 1.96
Table 53 indicates the t- value was found to be 7.02, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
122
H049: There is no significant difference between the responses of working teachers and
student teachers.
Table 54: There are few rewards for those who work here
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.76
1.107
0.131 3.71
Student
teachers 100
3.28
1.271
Significant Table value at 0.05 = 1.96
It can be deduced from the table 54 that t- value was found to be 3.71 which was
greater than the table t-value at level of significance of 0.05. Hence, the null hypothesis,
“There is no significant difference between the responses of working teachers and student
teachers” was rejected.
H050: There is no significant difference between the responses of working teachers and
student teachers.
Table 55: I have too much to do at work
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.65
1.264
0.118 3.14
Student
teachers 100
2.28
1.119
Significant Table value at 0.05 = 1.96
123
Table 55 indicates the t- value was found to be 3.14, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers and student teachers.
H051: There is no significant difference between the responses of working teachers and
student teachers.
Table 56: I often feel that I do not know what is going on with the organization
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.23
1.288 0.135 0.50
Student
teachers 100
3.17
1.310
Not Significant Table value at 0.05 = 1.96
It can be deduced from the table 56 that t- value was found to be 0.50 which was
less than the table t-value at level of significance of 0.05. Hence, the null hypothesis,
“There is no significant difference between the responses of working teachers and student
teachers” was accepted. An independent-samples t-test was conducted to compare
responses of working teachers and student teachers. There was not a significant
difference in the scores between working teachers and student teachers.
124
H052: There is no significant difference between the responses of working teachers and
student teachers.
Table 57: There are benefits we do not have which we should have
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.30
1.199 0.125 -0.72
Student
teachers 100
2.40
1.145
Not Significant Table value at 0.05 = 1.96
Table 57 reveals that t- value was found to be -0.72 which was less than the table
t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted.
H053: There is no significant difference between the responses of working teachers and
student teachers.
Table 58: I have too much paperwork
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.62
1.256
0.131 -2.10
Student
teachers 100
2.90
1.210
Significant Table value at 0.05 = 1.96
125
Table 58 indicates the t- value was found to be -2.10, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers (M=2.62, SD=1.256) and student teachers (M=2.90,
SD=1.210) conditions; t (1148) =-2.10.
H054: There is no significant difference between the responses of working teachers and
student teachers.
Table 59: I don't feel my efforts are rewarded the way they should be
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.32
1.341
0.139 -1.14
Student
teachers 100
2.48
1.234
Not Significant Table value at 0.05 = 1.96
It can be deduced from the table 59 that t- value was found to be -1.14 which was
less than the table t-value at level of significance of 0.05. Hence, the null hypothesis,
“There is no significant difference between the responses of working teachers and student
teachers” was accepted. An independent-samples t-test was conducted to compare
responses of working teachers and student teachers. There was not a significant
difference in the scores between working teachers (M=2.32, SD=1.341) and student
teachers (M=2.48, SD=1.234) conditions; t (1148) =-1.14.
126
H055: There is no significant difference between the responses of working teachers and
student teachers.
Table 60: There is too much bickering and fighting at work
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.76
1.117 0.138 4.79
Student
teachers 100
3.10
1.344
Significant Table value at 0.05 = 1.96
Table 60 indicates the t- value was found to be 4.79, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected.
H056: There is no significant difference between the responses of working teachers and
student teachers.
Table 61: Work assignments are not fully explained
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.85
1.273
0.132 -2.35
Student
teachers 100
3.17
1.214
Significant Table value at 0.05 = 1.96
127
It can be deduced from the table 61 that t- value was found to be -2.35 which was
greater than the table t-value at level of significance of 0.05. Hence, the null hypothesis,
“There is no significant difference between the responses of working teachers and student
teachers” was rejected. An independent-samples t-test was conducted to compare
responses of working teachers and student teachers. There was a significant difference in
the scores between working teachers (M=2.85, SD=1.273) and student teachers (M=3.17,
SD=1.214) conditions; t (1148) =-2.35.
Overall comparison of Multifactor Leadership Questionnaire
H057: There is no significant difference between the responses of working teachers and
student teachers.
Table 62: Transformational Leadership
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.89
0.732 0.076 2.90
Student
teachers 100
3.67
0.662
Significant Table value at 0.05 = 1.96
Table 62 indicates the t- value was found to be 2.90, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers.
128
H058: There is no significant difference between the responses of working teachers and
student teachers.
Table 63: Idealized Attribute
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
4.08
0.760
0.079 2.20
Student
teachers 100
3.90
0.755
Significant Table value at 0.05 = 1.96
Table 63 shows the t- value was found to be 2.20, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers.
H059: There is no significant difference between the responses of working teachers and
student teachers.
Table 64: Idealized Behavior
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.82
0.815 0.084 3.53
Student
teachers 100
3.52
0.758
Significant Table value at 0.05 = 1.96
129
Table 64 reveals the t- value was found to be 3.53, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers (M=3.82, SD=0.815) and student teachers (M=3.52,
SD=0.758) conditions; t (1148) =3.53.
H060: There is no significant difference between the responses of working teachers and
student teachers.
Table 65: Inspirational Motivation
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.96
0.781
0.081 3.28
Student
teachers 100
3.69
0.759
Significant Table value at 0.05 = 1.96
Table 65 indicates the t- value was found to be 3.28, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers (M=3.96, SD=0.781) and student teachers (M=3.69,
SD=0.759) conditions; t (1148) =3.28.
130
H061: There is no significant difference between the responses of working teachers and
student teachers.
Table 66: Intellectual Stimulation
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.87
0.780
0.081 2.53
Student
teachers 100
3.66
0.735
Significant Table value at 0.05 = 1.96
Table 66 shows the t- value was found to be 2.53, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected.
H062: There is no significant difference between the responses of working teachers and
student teachers.
Table 67: Individualized Consideration
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.75
0.903
0.094 1.63
Student
teachers 100
3.60
0.921
Not Significant Table value at 0.05 = 1.96
131
Table 67 indicates the t- value was found to be 1.63 which was less than the table
t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was not a significant difference in the
scores between working teachers (M=3.75, SD=0.903) and student teachers (M=3.60,
SD=0.921) conditions; t (1148) =1.63.
Overall comparison of Job Satisfaction Survey
H063: There is no significant difference between the responses of working teachers and
student teachers.
Table 68: Job satisfaction
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.87
0.353
0.037 -5.98
Student
teachers 100
3.10
0.422
Significant Table value at 0.05 = 1.96
Table 68 reveals the t- value was found to be -5.98, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. There was a significant difference in the scores b/w working teachers
(M=2.87, SD=0.353and student teachers (M=3.10, SD=0.422) conditions; t (1148) =-5.98
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H064: There is no significant difference between the responses of working teachers and
student teachers.
Table 69: Pay
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.13
0.992 0.102 -6.52
Student
teachers 100
2.80
0.888
Significant Table value at 0.05 = 1.96
Table 69 indicates the t- value was found to be -6.52, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected.
H065: There is no significant difference between the responses of working teachers and
student teachers.
Table 70: Promotion
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.04
0.701
0.085 -12.70
Student
teachers 100
3.12
0.827
Significant Table value at 0.05 = 1.96
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Table 70 indicates the t- value was found to be -12.70, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers (M=2.04, SD=0.701) and student teachers (M=3.12,
SD=0.827) conditions; t (1148) =-12.70.
H066: There is no significant difference between the responses of working teachers and
student teachers.
Table 71: Supervision
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.38
0.838
0.070 2.19
Student
teachers 100
3.23
0.658
Significant Table value at 0.05 = 1.96
Table 71 indicates the t- value was found to be 2.19, which was greater than the
table t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers (M=3.38, SD=0.838) and student teachers (M=3.23,
SD=0.658) conditions; t (1148) =2.19.
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H067: There is no significant difference between the responses of working teachers and
student teachers.
Table 72: Fringe benefits
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.22
0.952
0.076 -7.49
Student
teachers 100
2.80
0.711
Significant Table value at 0.05 = 1.96
Table 72 shows the t- value was found to be -7.49, which was greater than the
table t-value=1.96 at significance level of 0.05. Hence, the null hypothesis (H067), “There
is no significant difference between the responses of working teachers and student
teachers” was rejected.
H068: There is no significant difference between the responses of working teachers and
student teachers.
Table 73: Contingent rewards
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.71
0.926 0.077 -3.84
Student
teachers 100
3.01
0.720
Significant Table value at 0.05 = 1.96
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Table 73 indicates the t- value was found to be -3.84, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was a significant difference in the scores
between working teachers (M=2.71, SD=0.926) and student teachers (M=3.01,
SD=0.720) conditions; t (1148) =-3.84.
H069: There is no significant difference between the responses of working teachers and
student teachers.
Table 74: Operating conditions
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
2.74
0.943
0.0712 2.05
Student
teachers 100
2.60
0.650
Significant Table value at 0.05 = 1.96
Table 74 indicates the t- value was found to be 2.05 which was greater than the
table t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was not a significant difference in the
scores between working teachers (M=2.74, SD=0.943) and student teachers (M=2.60,
SD=0.650) conditions; t (1148) =2.05.
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H070: There is no significant difference between the responses of working teachers and
student teachers.
Table 75: Co-worker
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.66
0.981
0.073 3.28
Student
teachers 100
3.42
0.673
Significant Table value at 0.05 = 1.96
Table 75 indicates the t- value was found to be 3.28, which was greater than the
table t-value at significance level of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was rejected.
H071: There is no significant difference between the responses of working teachers and
student teachers.
Table 76: Nature of work
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.80
1.057
0.083 1.35
Student
teachers 100
3.69
0.772
Not Significant Table value at 0.05 = 1.96
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Table 76 indicates the t- value was found to be 1.35 which was less than the table
t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was not a significant difference in the
scores between working teachers (M=3.80, SD=1.057) and student teachers (M=3.69,
SD=0.772) conditions; t (1148) =1.35.
H072: There is no significant difference between the responses of working teachers and
student teachers.
Table 77: Communication
Respondents N df Mean Std. Deviation S.ED t-value
Working
teachers 1050
1148
3.17
1.060
0.086 -0.62
Student
teachers 100
3.23
0.799
Not Significant Table value at 0.05 = 1.96
Table 77 indicates the t- value was found to be -0.62 which was less than the table
t-value at level of significance of 0.05. Hence, the null hypothesis, “There is no
significant difference between the responses of working teachers and student teachers”
was accepted. An independent-samples t-test was conducted to compare responses of
working teachers and student teachers. There was not a significant difference in the
scores between working teachers (M=3.17, SD=1.060) and student teachers (M=3.23,
SD=0.799) conditions; t (1148) =-0.62.
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4.1.2 Descriptive Statistics
Levels of transformational leadership styles among principals (Working Teachers)
Table 78: Mean scores, standard deviation for transformational leadership styles
(N=1050)
Variable Mean Standard Deviation Level
Idealized Behavior 4.08 0.760 *High
Idealized Attribute 3.82 0.815 High
Inspirational Motivation 3.96 0.781 High
Intellectual Stimulation 3.87 0.780 High
Individualized Consideration 3.75 0.903 High
Transformational leadership 3.89 0.732 High
Table 78 shows the descriptive statistics of the raters (working teachers) about the
transformational leadership. The teachers scored their principals the highest in terms of
idealized behavior (mean: 4.08; std.dev 0.760) followed by inspirational motivation
(mean: 3.96; std.dev 0.781), intellectual stimulation (mean: 3.87; std.dev 0.780) idealized
attributes (mean: 3.82; std.dev 0.815) and individualized consideration (mean: 3.75;
std.dev 0.903).
The table indicates that the overall mean scores for all attributes of
transformational leadership among the principals were in the range of 3.75 to 4.08 on the
5-point rating scale. The results indicated that most of the secondary school teachers
perceived that the practices of transformational leadership by principals in secondary
schools were high with a mean score 3.89 and standard deviation 0.732. (*High,
Moderate and Low level criteria have been given by Wahab, et al. (2014))
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Levels of transformational leadership styles among principals (Student Teachers)
Table 79: Mean scores, standard deviation for transformational leadership styles (N=100)
Variable Mean Standard Deviation Level
Idealized Behavior 3.90 0.755 *High
Idealized Attribute 3.52 0.758 High
Inspirational Motivation 3.69 0.759 High
Intellectual Stimulation 3.66 0.735 High
Individualized Consideration 3.60 0.921 High
Transformational leadership 3.67 0.662 High
Table 79 shows the descriptive statistics of the raters (student teachers) about the
transformational leadership. The teachers scored their principals the highest in terms of
idealized behavior (mean: 3.90; std.dev 0.755) followed by inspirational motivation
(mean: 3.69; std.dev 0.759), intellectual stimulation (mean: 3.66; std.dev 0.735) and
individualized consideration (mean: 3.60; std.dev 0.921) and idealized attributes (mean:
3.52; std.dev 0.758).
The table indicates that the overall mean scores for all attributes of
transformational leadership among the principals were in the range of 3.52 to 3.90 on the
5-point rating scale. The results indicated that most of the secondary school teachers
perceived that the practices of transformational leadership by principals in secondary
schools were high with a mean score 3.67 and standard deviation 0.662.
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Level of transformational leadership styles among the principals (Overall)
Table 80: Mean scores, standard deviation for transformational leadership styles
(N=1150)
Variable Mean Standard Deviation Level
Idealized Behavior 4.06 0.761 *High
Idealized Attribute 3.79 0.815 High
Inspirational Motivation 3.93 0.783 High
Intellectual Stimulation 3.85 0.778 High
Individualized Consideration 3.74 0.906 High
Transformational leadership 3.88 0.729 High
Table 80 shows the overall descriptive statistics of the raters (teachers) about the
transformational leadership. The teachers scored their principals the highest in terms of
idealized behavior (mean: 4.06; std.dev 0.761) followed by inspirational motivation
(mean: 3.93; std.dev 0.783), intellectual stimulation (mean: 3.85; std.dev 0.778) idealized
attributes (mean: 3.79; std.dev 0.815) and individualized consideration (mean: 3.74;
std.dev 0.906).
The table indicates that the overall mean scores for all attributes of
transformational leadership among the principals were in the range of 3.74 to 4.06 on the
5-point rating scale. The results indicated that most of the secondary school teachers
perceived that the practices of transformational leadership by principals in secondary
schools were high with a mean score 3.88 and standard deviation 0.729. (*High,
Moderate and Low level criteria have been given by Wahab, et al. (2014))
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Levels of job satisfaction (Working Teachers)
Table 81: Mean, standard deviation for teachers job satisfaction (N=1050)
Variable Mean Standard Deviation Level
Pay 2.13 0.992 Low
Promotion 2.04 0.701 Low
Supervision 3.38 0.838 Moderate
Fringe benefits 2.22 0.952 Low
Contingent rewards 2.71 0.926 Moderate
Operating condition 2.74 0.943 Moderate
Co-worker 3.66 0.981 High
Nature of work 3.80 1.057 High
Communication 3.17 1.060 Moderate
Job satisfaction 2.87 0.353 Moderate
Table 81 indicates that the level of teachers job satisfaction was at a moderate
level (mean=2.87, standard deviation=0.353). Overall, the mean score for teachers’ job
satisfaction was between 2.04 to 3.80.
However, there were four dimensions (communication, Operating condition,
Contingent rewards and Supervision) that had moderate mean scores, three factors
(Fringe benefits, Promotion and Pay) had low and two (Nature of work and Co-worker)
had high mean scores. Nevertheless, the overall outcomes of this study show that among
the teachers moderate intensity of job satisfaction was found.
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Levels of job satisfaction (Student Teachers)
Table 82: Mean, standard deviation for teachers job satisfaction (N=100)
Variable Mean Standard Deviation Level
Pay 2.80 0.888 Moderate
Promotion 3.23 0.658 Moderate
Supervision 3.12 0.827 Moderate
Fringe benefits 2.80 0.711 Moderate
Contingent rewards 3.01 0.720 Moderate
Operating condition 2.60 0.650 Moderate
Co-worker 3.42 0.673 Moderate
Nature of work 3.69 0.772 High
Communication 3.23 0.799 Moderate
Job satisfaction 3.10 0.422 Moderate
Table 82 indicates that the level of teachers job satisfaction was at a moderate
level (mean=3.10, standard deviation=0.422). Overall, the mean score for teachers’ job
satisfaction was between 2.60 to 3.69.
However, there were nine dimensions that had moderate mean scores and only
one had a high mean score. Nevertheless, the overall outcomes of this study show that
among the teachers moderate intensity of job satisfaction was found.
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Levels of teacher’s job satisfaction (Overall)
Table 83: Mean, standard deviation for teachers job satisfaction (N=1150)
Variable Mean Standard Deviation Level
Pay 2.19 1.002 Low
Promotion 2.14 0.776 Low
Supervision 3.37 0.826 Moderate
Fringe benefits 2.27 0.947 Low
Contingent rewards 2.74 0.922 Moderate
Operating condition 2.74 0.922 Moderate
Co-worker 3.65 0.960 High
Nature of work 3.79 1.036 High
Communication 3.18 1.040 Moderate
Job satisfaction 2.90 0.365 Moderate
Table 83 indicates that the level of teachers job satisfaction was at a moderate
level (mean=2.90, standard deviation=0.365). Overall, the mean score for teachers’ job
satisfaction was between 2.14 to 3.79. However, there were four dimensions that had
moderate mean scores, three had low and two had high mean scores. Nevertheless, the
overall outcomes of this study show that among the teachers moderate intensity of job
satisfaction was found.
4.1.3 Alternative Hypotheses Tests
The Pearson r correlation was computed to examine statistically significant
relationships between the transformational leadership of the principals and secondary
school teachers’ job satisfaction (see Tables 84-89). The results of the study indicated
144
that the correlation coefficients are statistically significant for all of the five subscales of
principals’ transformational leadership and job satisfaction of secondary school teachers.
Relationship between transformational leadership styles of principals and teachers’
job satisfaction.
HA1: Transformational leadership style has a statistically significant relationship with job
satisfaction
To investigate whether there is a significant relationship between transformational
leadership styles of principals and teachers’ job satisfaction, the alternative hypothesis
(HA1) was developed and proven using Pearson correlation analysis.
Table 84: Pearson correlation for the relationship of transformational leadership styles of
principals with teachers’ job satisfaction
Dependent Variable Transformational Leadership Strength
R Sig.( p)
Job satisfaction (Working
teachers)
0.359 0.00 *Moderate
Job satisfaction (Student
teachers)
0.355 0.00 *Moderate
** p <0.05
Table 84 shows a statistically significant relationship between the
transformational leadership styles of the principals and secondary school teachers’ job
satisfaction. For working teachers r=0.359, p =0.00 and for student teachers r=0.355, p
=0.00.
The r value for both samples shows a positive correlation coefficient at a
moderate level. *Strong and small correlation as explained by Cohen (2003) are: Small=
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0.10 to 0.29; Moderate= 0.30 to 0.49 and Large=0.50 to 1.00. This resulted in the
acceptance of the alternative hypothesis HA 1. Hence, the result indicates that there was a
significant relationship between transformational leadership styles of principal and
teachers’ job satisfaction.
HA2: Idealized behavior has a statistically significant relationship with job satisfaction.
To identify whether there is a significant relationship between idealized behavior
and job satisfaction, the alternative hypothesis (HA2) was developed and proven using
Pearson correlation analysis.
Table 85: Pearson correlation for the relationship of idealized behavior of principals with
teachers’ job satisfaction
Dependent Variable Idealized Behavior Strength
R Sig.( p)
Job satisfaction (Working
teachers)
0.370 0.00 Moderate
Job satisfaction (Student
teachers)
0.370 0.00 Moderate
** p <0.05
It can be deduced from the table 85 that there was a statistically significant
association between idealized behavior of the principals and teachers’ job satisfaction.
For working teachers r=0.370, p =0.00 and for student teachers r=0.370, p =0.00.
The “r” value for both samples indicated a positive correlation coefficient at
moderate measure. This marked in the acceptance of the alternative hypothesis HA 2.
Therefore, the result indicated that there was a meaningful link between idealized
behavior of principals and teachers’ job satisfaction.
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HA3: Idealized attribute has a statistically significant relationship with job satisfaction.
To identify whether there is a significant relationship between idealized attribute
and job satisfaction, the alternative hypothesis (HA3) was developed and proven using
Pearson correlation analysis.
Table 86: Pearson correlation for the relationship of idealized attribute of principals with
teachers’ job satisfaction
Dependent Variable Idealized attribute Strength
R Sig.( p)
Job satisfaction (Working
teachers)
0.282 0.00 Weak
Job satisfaction (Student
teachers)
0.307 0.00 Moderate
** p <0.05
Table 86 indicates that there was a statistically meaningful relation between
idealized attribute of the principals and teachers’ job satisfaction. For working teachers r=
(0.282), p =0.00 and for student teachers r= (0.307), p =0.00.
The “r” value for working teachers showed a positive correlation coefficient at a
weak measure. The r value for student teachers showed a positive correlation coefficient
at a moderate measure. This marked in the acceptance of the alternative hypothesis HA 3.
Hence, the result indicated that there was a meaningful relationship between idealized
attribute of principals and job satisfaction among the teachers.
147
HA4: Inspirational motivation has a statistically significant relationship with job
satisfaction.
To identify whether there is a significant relationship between Inspirational
motivation and job satisfaction, the alternative hypothesis (HA4) was developed and
proven using Pearson correlation analysis.
Table 87: Pearson correlation for the relationship of inspirational motivation leadership
styles of principals with teachers’ job satisfaction
Dependent Variable Inspirational motivation Strength
R Sig.( p)
Job satisfaction (Working
teachers)
0.321 0.00 Moderate
Job satisfaction (Student
teachers)
0.217 0.00 Weak
** p <0.05
It can be deduced from the table 87 that there was a statistically meaningful
relation between inspirational motivation of the principals/heads and teachers’ job
satisfaction. For working teachers r= (0.321), p =0.00 and for student teachers r= (0.217),
p =0.00.
The “r” value for working teachers revealed a positive association at a moderate
level. The r value for student teachers showed a positive association at a weak level. This
resulted in the acceptance of the alternative hypothesis HA 4. Hence, the result indicated
that there was a meaningful relation between inspirational motivation of principals and
job satisfaction among the teachers.
148
HA5: Intellectual stimulation has a statistically significant relationship with job
satisfaction.
To identify whether there is a significant relationship between Intellectual
stimulation and job satisfaction, the alternative hypothesis (HA5) was developed and
proven using Pearson correlation analysis.
Table 88: Pearson correlation for the relationship of intellectual stimulation leadership
styles of principals with teachers’ job satisfaction
Dependent Variable Intellectual stimulation Strength
R Sig.( p)
Job satisfaction (Working
teachers)
0.344 0.00 Moderate
Job satisfaction (Student
teachers)
0.257 0.00 Weak
** p <0.05
Table 88 indicates that there was a statistically significant/meaningful relationship
between Intellectual stimulation of the principals and teachers’ job satisfaction. For
working teachers r= (0.344), p =0.00 and for student teachers r= (0.257), p =0.00.
The “r” value for working teachers showed a positive correlation coefficient at a
level of moderate. The “r” value for student teachers showed a positive correlation
coefficient at a weak level. This revealed in the acceptance of the alternative hypothesis
HA 5. Hence, the result indicated that there was a meaningful association between
intellectual stimulation of principals and the satisfaction of job among the teachers.
149
HA6: Individualized consideration has a statistically significant relationship with job
satisfaction.
To identify whether there is a significant relationship between individualized
consideration and job satisfaction, the alternative hypothesis (HA6) was developed and
proven using Pearson correlation analysis.
Table 89: Pearson correlation for the relationship of individualized consideration
leadership styles of principals with teachers’ job satisfaction
Dependent Variable Individualized consideration Strength
R Sig.( p)
Job satisfaction (Working
teachers)
0.314 0.00 Moderate
Job satisfaction (Student
teachers)
0.337 0.00 Moderate
** p <0.05
Table 89 indicates that there was a statistically meaningful relation between
individualized consideration of the principals and teachers’ job satisfaction. For working
teachers r= (0.314), p =0.00 and for student teachers r= (0.337), p =0.00.
The “r” value for both samples reflected a positive correlation coefficient at a
moderate level. This meant to the acceptance of the alternative hypothesis HA 6. Hence,
the result indicated that there was a meaningful relation between individualized
consideration of principals and job satisfaction among the teachers.
150
DISCUSSION
The motive of this study was to explore the prestige of transformational
leadership approaches of principals on secondary school teachers’ job satisfaction. Bass’s
conceptualization of headships is either transformational or transactional. Nevertheless,
for the purpose of this research survey, only transformational leader was researched and it
was argued that transformational approach would likely be the most productive feature of
an ideal head. This study is unique in the sense that it was conducted with two samples at
two different locations and environment in two phases. The first phase of the study was
conducted in seven districts of the province of Khyber PakhtunKhwa (sample I) and
second phase was carried out in Northern University, Nowshera, Pakistan (sample II).
The integration of the two sample study provided some insights into the possible relation
between the effects of transformational process of interactions of principals and
Secondary School Teachers’ job satisfaction. One of the purposes of this research survey
was to obtain more reliable and valid results.
A t-test regarding independent-samples was conducted to relate the responses of
working teachers (teachers were present in the schools at the time of survey) and student
teachers (teachers were not present in the schools at the time of survey) regarding to their
principals as transformational leaders and teachers own job satisfaction. There was found
a meaningful difference in the scores of mean for working teacher and student teacher.
Therefore, it can be concluded that the difference is due to the advance professional
training in the subject. The results of both studies were found consistent, which indicate
that secondary school teachers of male government high and higher secondary schools
151
are satisfied with their jobs. Therefore, the results of the two phases indicate a valid and
reliable result for the subject in Pakistani context.
The objective one of the current survey was to examine the level of
transformational leadership approaches of principals. The mean and standard deviations
related to the perceptions of secondary school teachers in government male high and
higher secondary schools about transformational leadership styles measured this
objective (Wahab et.al, 2014).
The results indicated that transformational leadership approaches of principals in
govt. male high/higher secondary schools in Pakistan were at high level. It was found that
principals of secondary schools exhibited most of the attributes of transformational
leadership. Some principals were scored high in idealized behavior i.e. principals were
found the role models for the teachers. Some other principals were scored high in
inspirational motivation. The principal enhanced team spirits among the teacher through
this leadership style. The principal motivated them for a shared vision within the
organization. Some principals were placed high in rank in intellectual stimulation
attribute. The principals stimulated the followers for creativity and innovation towards
new approaches. They encouraged the teachers on their own thinking and engaged them
in problem solving. Teachers found their principals as advisors and coaches in becoming
fully actualized. They helped teachers in growth through personal challenges. They
treated the teachers in a unique and caring way. The principals stimulated the followers
towards thinking and creativity, and developed innovative ways of dealing with
organizational matters.
152
The current survey found that the transformational process of interactions was
used most frequently by the principals at secondary level. The job performance of those
teachers who were working with transformational leadership found significantly better.
This result is consistent with the result of the study conducted by Selamat, Nordin, and
Adnan (2013). They suggested that transformational practice is a change agent and he
will manage the changes in schools. Several previous studies revealed similar types of
findings (Balyer, 2012; Nemanich & Keller, 2007; Mark & Printy, 2003; Rafferty &
Griffin, 2004). The current study revealed that the most frequently enhanced
attributes/traits are idealized attribute and idealized behavior, followed by inspiration,
stimulation and finally individual consideration. The results of the current study are also
consistent with the study conducted by Vinger & Cilliers (2006).
The objective two of the present study sought to know about the level of job
satisfaction among SSTs. The mean and standard deviations related to the perceptions of
secondary school teachers in government male high and higher secondary schools about
their job satisfaction measured this objective (Wahab et.al, 2014).
The results of this survey revealed that the job satisfaction level among the
secondary school teachers in government secondary schools in Pakistan was found at a
moderate level. Teachers showed their satisfaction comparatively high in “nature of
work” and “coworker” factors of job satisfaction. The teachers liked their colleagues and
working environment within the institution. They enjoyed working with their coworkers
and disliked bickering and fighting at work place. It was also found that the teachers were
satisfied with the supervision of their principals; however they were not satisfied with
their salaries, promotions and other benefits. Therefore, it can be determined that the best
153
model in the result of the current study is to be a two facet model which includes nature
of work and coworker. The study by Astrauskaite et al. (2011) supports the outcomes of
this survey. They suggested that teachers are not satisfied with all facets of job
satisfaction. Therefore, the best model based on their study was to be a three (3) factor
model, included supervision, nature of work and promotion. Isa (2009) spotlighted three
main factors related to job satisfaction which were work, pay and good relation with the
employers.
The third and final objective tried to examine the link between transformational
leaders (principals) attributes and the job satisfaction of teachers. The Pearson correlation
coefficient (r) was computed to investigate the relationship. The results of both sample
studies indicated a statistically significant and positive relationship of the
transformational leaders and their five attributes with the work satisfaction.
The overall results of the two phases of the current study revealed an affirmative
and meaningful relation between the transformational approaches and job satisfaction of
the followers. Study I of working teachers indicated a positive association between
transformational practices of heads and job satisfaction of secondary school teachers
(SSTs). Study II of student teachers also showed a positive relation between
transformational practices of heads and satisfaction of SSTs. The value ranged from r =
0.217, p<0.03 for Inspirational motivation to r = 0.370, p<0.00 for Idealized Behavior.
Based upon the results of both the studies, all the alternative hypotheses were found
statistically significant and hence gave high support to the statement that transformational
approach has a significant influence on job satisfaction. All attributes of transformational
leaders were found positive and correlated with job satisfaction. The result of the current
154
survey was supported by several previous studies such as Balgobind, 2002; Bodla &
Nawaz, 2010; Mohammad, Al-Zeaud & Batayneh, 2011; Riaz & Haider, 2010; Albion
& Gagliardi, 2011; Nielsen, Yarker, Randall & Munir, 2009; Omar, 2011; Bushra,
Usman & Naveed, 2011; Chi, Yeh & Yu, 2009; Watson, 2009. All of these studies have
created a positive and significant link between transformational process of interaction and
satisfaction of job. Study of working teachers denoted that the relationships of ideal
behavior, inspiration, intellective stimulus and individual consideration were found
statistically significant with job satisfaction at a moderate level. Nevertheless, the relation
between idealized attribute and job satisfaction was found at a low extent. Study of
student teachers indicated that the relationships of idealized behavior, idealized attribute
and individualized consideration were found statistically significant with job satisfaction
at a moderate level whereas the relationships of inspirational motivation, intellection
stimulation and job satisfaction were found significant at a low level. This shows the
influence of transformational approaches of principals (heads) on job satisfaction of
SSTs. There was found no high difference in the results between sample I (working
teachers) and sample II (student teachers). Hence, the alternative hypotheses (HA1, HA2
HA3 HA4 HA5 and HA6) were accepted that shows a positive and significant relationship
among the transformational attributes and job satisfaction.
The result of this survey was found better than the result of Bodla and Nawaz
(2010). According to their study, the correlation co-efficient of transformational
leadership attributes with job satisfaction of the followers ranged from .099 to .291
represented a weak positive correlation. This result was found worst than the study
conducted by Shibru and Darshan, (2011). They found the r value from 0.607 (for
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intellectual stimulations) to 0.760 (for idealized influences). However, the current study
produced better results as compared to the survey conducted by Bodla and Nawaz in
2010. Of course all these studies were conducted in different environments and secondly
target populations were also different for these studies. Shibru and Darshan conducted
their study in the leather industry in Ethiopia, Bodla and Nawaz investigated the faculty
fellows of top-level education in India, whereas, the current survey was imparted in
Pakistan in the context of school education environment.
Nevertheless, all these studies acquired MLQ different forms as survey
instrument. Shibru and Darshan adopted self-rating tool (leader rating of his own
behavior) Bodla and Nawaz adopted the rating form (subordinate rating of his immediate
leader) and rating scale was also used by the researcher of the current study.
The significant and positive relationship between the principals and secondary
school teachers in Pakistan is really fruitful information. It shows that management
practice is an effective leadership style of principal in the school environment. Therefore,
this style improves teacher's job satisfaction among the followers in the teaching cadre in
Pakistan.
The results of the study revealed that transformational leadership styles are the
most common practices used at secondary schools in Pakistan. However, it does not
mean that other styles of leaders (i.e., transactional style, laissez faire, autocratic etc.)
cannot be used by the principals. This results is also consistent with the findings of
Menon (2014); Aydin, Savier, & Uysal (2013); Amin, Shah, & Tatlah (2013); Leithwood
& Sun (2012). According to their study that leader of transformational styles has a great
effect on teachers’ job satisfaction. They helped and strengthen the followers who were
156
always ready to transcend. Teachers’ job satisfaction is increased due to the enhancement
in the styles of transformational leadership and work potential is strengthened to reach
the organizational goals.
Transformational leadership styles were found more powerful than the other types
of leadership such as laissez-faire and transactional in terms of followers’ satisfaction
(Brerggren & Severinsson, 2003; Dahlen, 2002; Fletcher, 2001; Waldman et al., 2001;
Northouse, 2016; Dvir & Shamir, 2003), transformational styles of leadership
interactions reduced job stress and raised the followers’ morale nurturing their work
satisfaction. Some research studies described that transformational leadership has closed
link to work satisfaction than transactional process of interaction (Ribelin, 2003; Dvir et
al., 2002; Wilmore & Thomas, 2001). They investigated that transformational approaches
was positively linked to the subordinate’s satisfaction while laissez-faire and
transactional leadership were negatively linked to satisfaction. Medley and La Rochelle
(as cited in Sulieman et al, 2011) proposed that in the case of job satisfaction the type of
leadership particularly transformational leadership played a vital role which affected the
work satisfaction most. The telling (transactional) leadership returned expected results,
the selling (transformational) leadership results on the other hand went beyond
expectation. Lowe & Gardner (2001) investigated that leaders with transformational
practices were found more productive with good results in contrast with transactional
practices. Transformational leaders entertained subordinates beyond expectation. They
inspired to surpass their own interest for the betterment of institutions (Northouse, 2016;
Durndum, et al., 2002).
157
Furthermore, it was found that some of the factors of JSS’s do not reflect
teachers’ satisfaction at secondary level schooling. Analysis of sample I indicated the
dimensions of job satisfaction such as pay, benefits and promotion explained teachers’
job satisfaction at a low level. Supervision, contingent rewards, operating conditions and
communication explained teachers’ job satisfaction at a moderate level. The nature of
work and co-worker are the two dimensions explained by the teachers at a high level.
Analysis of sample II indicated the factors of job satisfaction such as pay,
supervision, promotion, contingent rewards, benefits, co-worker and communication
explained teachers’ job satisfaction at a moderate level. The only one dimension i.e.
nature of work explained by the teachers at a high level. It can also be seen from the
findings of both research studies that the nature of work and co-worker are the two
dimensions explained teachers’ job satisfaction at a high level. Therefore, it can be
concluded from the findings of the current study that teachers are satisfied with their jobs
and they like and enjoy their jobs very much.
Finally, it can be inferred from the current research that transformational leaders
spend much of their time trying to convince companion to trump their personal touches
for the motive of the larger institutions. This is accomplishing by several ways including
idealized attribute, inspirational motivation, individualized consideration, intellectual
stimulation and idealizes behavior. Transformational leaders serving as a role model to
followers by the same principles that he or she expects from their followers. They show
the leader’s ability to induce a sense of excitement, assurance and motivation in
followers. The transformational leader is intellectually stimulating by encouraging
creativity and innovation concerned with the possible solution to the institution problems.
158
The transformational leader is different from many other leadership styles, has the ability
to influence others to follow him through framing, visionary and impressive
management.
These results suggest that transformational leadership does have an influence on
job satisfaction. Specifically, the results suggest that when principals apply
transformational leadership styles, their followers’ satisfaction increases.
159
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The terminal chapter serves to present the summary of the study, conclusions and
recommendations drawn from the analysis.
5.1 SUMMARY
The research was aimed at the investigation of the perceptions of secondary
school teachers about the characteristics of their principals in order to understand the
impact of transformational styles of heads on the teachers’ satisfaction regarding their
jobs. The aim was to examine the teachers’ perceptions in relation to their principals’
behavior with teachers regarding to the satisfaction of jobs. The major objectives were:
(1) To investigate the level of transformational leadership style of principal.
(2) To identify the level of job satisfaction of secondary school teacher.
(3) To examine the relation between transformational leader (principal) and the job
Satisfaction of secondary school teacher
In order to obtain the objectives, two questionnaires, on 5-point Likert scale both
for the teachers were used. Both the questionnaires were closed-ended. The
questionnaires were finalized after the suggestions of experts. Data were collected
through questionnaires and analyzed through quantitative statistical methods such as
Pearson correlation, t-test, standard deviation and mean statistics. Eight thousands one
hundred and twenty five male secondary school teachers of twenty five districts were
taken as population. Two samples were used for the current study. In sample I (working
teachers), seven districts out of twenty five from the province of KPK were selected on
160
the basis of spoken languages. The schools for data collection from these districts were
selected by using convenient sample technique. One thousand and fifty secondary school
teachers of seven districts were taken as a first sample of the study. Using convenient
sample technique, twenty schools from each of the seven districts were taken for data
collection. In sample II (student teachers), 100 government teachers enrolled in different
programs at Northern University for higher qualifications were taken for the data
collection.
The study achieved its purposes of defining the levels of transformational leaders
(principals) and job satisfaction levels of teachers. The transformational leadership styles
of principals were found significant. The impact of transformational leadership on
different facets of followers’ job satisfaction was determined and investigated. The levels
of satisfaction of teachers were also found significant. The data analysis from
questionnaires confirmed that leadership style (transformational) has a significant
influence on job satisfaction.
The findings of this study support the outcomes of other researches that all
attributes of transformational leadership have a positive and significant impact on job
satisfaction (Emery & Barker, 2007; Griffith, 2004). This indicates that teachers support
the guidance and information based knowledge exchange, that the principals are able to
bear them in their professional development.
The outcome is also constant with the results of researchers Koppula in 2008 and
Wahab et al. (2014). Propitious relation between job satisfaction and intellectual
stimulation illustrates that outcome is homogeneous with the previous researches
conducted by Tseng and Kang (2008), Suleiman et al (2011) and Hanaysha et al (2012).
161
The findings are also consistent with the findings of study conducted by Emery & Barker
(2007) in food and banking sector and Hanaysha et al (2012) conducted in different
universities in Malaysia.
The present study tried to explain the connection between transformational
leaders’ practices of heads and job contentment of teachers at secondary level schools in
Pakistan. A practical leader development which is essential to be appraised was presented
by Kouzes & Posner (2007).
Leader has to stimulate and empower others to act.
Leader has to encourage a shared insight for the partners.
Leader must tackle with provocations.
Empirical results validate the concept that successful transformational leadership
styles may lead towards satisfaction with the job practices. This study concluded that
secondary school teachers were satisfied with their current job. Pearson correlation
statistics were taken to inspect the relation between the variables. Findings of the study
indicated meaningful relation at p < 0.05 b/w the variables of transformational leadership
and job satisfaction. The data were analyzed and then the findings and conclusions were
extracted.
Following findings/results were extracted based on the interpretation of the data:
1. There was a significant difference between working teachers and student teachers
responses regarding to the transformational leadership styles of their principals.
(Refers to table 62).
162
2. There was a significant difference between working teachers and student teachers
responses regarding to the idealized behavior, idealized attribute, inspirational
motivation and intellectual stimulation attributes of transformational leadership styles
of their principals. (Refer to tables 63-66).
3. There was not a significant/meaningful difference between working teacher and
student teacher responses regarding to the individualized consideration attribute of
transformational leadership styles of their principals. (Refers to table 67).
4. There was a significant difference b/w working teacher and student teacher responses
regarding to their job satisfaction. (Refers to table 68).
5. There was a significant difference b/w working teacher and student teacher responses
regarding to their pays, promotions, supervision, fringe benefits, contingent rewards,
operating conditions and co-worker dimensions of job satisfaction. (Refer to tables
69-75)
6. There was not a meaningful difference b/w working teacher and student teacher
responses regarding to their nature of work and communication dimensions of job
satisfaction. (Refer to tables 76-77)
7. The findings of both studies indicated that teachers at secondary level perceived
principals as more inclined towards practicing transformational leadership styles.
(Refers to table 78-79)
8. The approach to school leadership in Pakistan now moved away from traditional to
new approach (transformational) as it is exercised now in most of the advanced
countries. (Refers to table 80)
163
9. Working teachers were not satisfied with pay, promotion and fringe benefits
dimensions of job satisfaction (Refers to table 81).
10. Working teachers were highly satisfied with nature of work and co-worker
dimensions of job satisfaction (Refers to table 81).
11. Among the student teachers a moderate intensity of job satisfaction dimensions was
found except nature of work (Refers to table 82).
12. Student teachers were highly satisfied with nature of work dimension of job
satisfaction (Refers to table 82).
13. The overall outcomes revealed that among the teachers moderate intensity of job
satisfaction was found. (Refers to table 83)
14. A statistical significant/meaningful relation was found b/w transformational
leadership of principals and teachers job satisfaction. (Refers to table 84)
15. A statistical meaningful relation was found among the attributes of transformational
leadership styles of the principals and teachers job satisfaction. (Refer to tables 85-
89)
5.2 CONCLUSIONS
The study got its aims of defining transformational practices of leaders and job
satisfaction. Results deduced that there was a meaningful and positive relation between
job satisfaction and transformational leader. Before that, most of the previous studies
were conducted in particular cultural context (developed countries). The findings of the
current study which was conducted in a developing country confirmed the results of the
earlier studies of job satisfaction and transformational process of interaction. The
164
influence of transformational process of leadership on followers’ job satisfaction was
examined and determined through questionnaires. The current study reached the
following conclusions regarding to the impacts of transformational leader and its
attributes on the followers’ job satisfaction:
1) The level of principal as a transformational leader is high. (Refer to table 78-80)
2) The items defined in the questionnaire MLQ are helpful in determining the views of
the working teachers and student teachers regarding the transformational leadership
styles of their principals.(Refer to table 78-80)
3) The level of job satisfaction among teachers is at moderate level. (Refer to table 81-
83)
4) The items defined in the questionnaire JSS are helpful in determining the views of the
working teachers and student teachers regarding to their job satisfaction.(Refers to
table 81-83)
5) The responses of working teachers are better than the responses of student teachers
regarding to the transformational leadership styles of their principals. (Refers to table
62)
6) The responses of working teachers are better than the responses of student teachers
regarding to the idealized behavior, idealized attribute, intellectual stimulation,
inspirational motivation and individualized consideration attributes of their principals.
(Refer to table 63-67)
7) The responses of student teachers are better than the responses of working teachers
regarding their job satisfaction. (Refers to table 68)
165
8) The responses of student teachers are better than the responses of working teachers
regarding the pay, promotion, fringe benefits, contingent rewards and communication
dimensions of job satisfaction. (Refer to tables 69-70, 72-73&77)
9) The responses of working teachers are better than the student teachers regarding the
supervision, co-worker, work nature and operating conditions dimensions of job
satisfaction. (Refer to tables 71, 74-76)
10) The correlation outcomes revealed a meaningful relation between transformational
approaches of principals and secondary school teachers’ job satisfaction. (Refers to
table 84)
11) The Pearson’s correlation coefficient (r) for both working teachers and student
teachers remain approximately the same. I.e. r=0.359, p=0.00 for working teachers
and r=0.355, p=0.00 for student teachers. (Refers to table 84)
12) There is a statistical meaningful relation between idealized behavior of principals and
secondary school teachers job satisfaction.(Refers to table 85)
13) There is a statistically significant/meaningful relation between idealized attribute of
heads and job satisfaction of secondary school teachers.(Refers to table 86)
14) There is a statistically significant/meaningful relation between inspirational
motivation attribute of principal and job satisfaction of secondary school teachers.
(Refers to table 87)
15) There is a statistically significant/meaningful relation b/w intellectual stimulation
attribute of principals and secondary school teachers’ job satisfaction. (Refers to table
88)
166
16) There is a statistically significant/meaningful relation between individualized
consideration attribute of principals and job satisfaction of secondary school teachers.
(Refers to table 89)
5.3 RECOMMENDATIONS
The best leaders are always role model of walk and talk. Consequently, followers
admire these leaders and work to emulate these attributes. If a principal wants to become
a better leader, he must work on modeling these features that he would like to see in his
followers. This research concludes that principal should stress on being idealized by
building relationship based upon trust and respect, displaying confident behavior as well
as inspire teacher by providing challenging touch to his nature of work. Implementing a
realistic principal ship requires to set high performance expectations from the followers,
and to motivate and empower them to achieve their goals. These features were found to
be related to the satisfaction of job. To raise the levels of satisfaction, principals should
lead by doing and sharing each and everything with followers. Principals should also
display a high level of moral and ethical character.
To develop satisfaction among the teachers, the principal ought to establish
collegial and motivating environment in schools where a teacher can freely share and
express his views on vital issues and decision making. This will minimize boost morale
on satisfaction.
Briefly, the recommendations are listed as under:
As most of secondary school teachers were satisfied with the process of
interaction of the principals in their respective schools, so it is recommended that
167
a quality research may be managed to find out the reasons behind the low level of
job satisfaction at secondary level.
As most of the secondary school teachers are frustrated regarding promotion,
benefit and salary matter, so it is recommended to strengthen further intervention
regarding the matter to further motivate and satisfy the teachers. They may be
given due status by offering them compensation and benefits for their job
satisfaction.
Secondary school teachers may be granted time scale and service structure for
better effects on their interpretation and job satisfaction.
Principals are the backbone of the education system, so newly appointed
principals should be trained for at least three months before taking over charge.
The trainings should be arranged by NIPA or PITE.
Principals have always been seen busy in meetings, inquiries, inspections and
other official duties. This stress could be minimized by empowering grade 18
schools management with one assistant principal/vice principal and grade 19 & 20
schools with two assistant principals/vice principals.
5.4 DIRECTIONS FOR THE FUTURE RESEARCH
It is recommended that similar study could be conducted in private schools to
examine which type of school impacts the association between job satisfaction and
transformational leadership. In addition, it is also recommended that identical research
could be scheduled at different levels of education (primary & middle) in Pakistan
because none of the work has been done in all these areas of study in Pakistan. Therefore,
168
for more vigorous findings, it is recommended that this study be replicated where there
are more different types of respondents. For instance, it is suggested that participants be
selected from primary, middle and college level.
Further study is necessary in the mentioned areas to see if relation of leadership
with job satisfaction of followers varies in different sectors and levels. This could help to
clarify the differences between different levels of education. It could also help which
leadership style is more effective in the context of Pakistan. It could also help in the
clarification of differences between the interaction of principals and teachers in public
and private sector schools. The research could also be extended in other geographical
locations by using similar procedures and criteria with purposefully selected samples of
teachers. Data was collected only from teachers. This may have affected the generalize
ability of findings. Further study is required to collect data from principals too on self
rater form.
Furthermore research could involve more variables to decrease the scope/range of
this research. It is also critical to ponder over the consequences of leadership i.e. added
efforts, organizational commitments, effectiveness and the inside behavior of the
organization may be a possible way of range of co-relational effects. Using other
inferential statistics can increase the deep understanding in Pakistani context where such
researches are yet to be conducted.
169
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APPENDICES
APPENDIX-A
Multifactor Leadership Questionnaire
For Secondary School Teachers
INTRODUCTION
The main purpose of this questionnaire is to understand teachers’ opinions on various aspects
of management practices in their schools. The questionnaire consists of a series of statements
where your opinions can be shown by putting a tick in the appropriate box/space given. The
questionnaire is purely for academic purposes and confidential. Please, tick the appropriate
box honestly.
SECTION A
1 Experience in years: up to 5 6-10 11-15 16-20
More than 20 years
2. Age: Up to 30 31-40 41-50 More than 50
3. Academic Qualifications: BA/BSc MA/MSc M.Phil/MS/Ph.D
4. Professional Qualifications: B.Ed M.Ed M.Phil/MS Ph.D
5. Source of Post: Departmental Promotion Committee (DPC) Public Service
Commission (PSC) Others
6. Designation: SST (Science) SST (General) SST(Others)
7. Marital Status: Single Married
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SECTION B
NOTE: - Please read the following statements honestly and carefully and put a tick in
one of the field/box against each statement.
Here SA for Strongly Agree, A for Agree, UD for Un-Decided, DA for Dis-
Agree and SDA for Strongly Dis-Agree.
S.NO My principal is a person who;
SDA DA UD A SA
01 Talks about his most important beliefs and values.
02 Injects inspiration in me for being connected with
him.
03 Expresses his views positively about the future.
04 Re-examines crucial assumptions to question if
they are suitable.
05 Spends time in teaching and guiding.
06 Mentions the importance of having a strong sense
and commitment for purpose.
07 Prefers team interest than self interest.
08 Talks zest and zeal about what needs to be
accomplished.
09 Seeks various aspects when solving problems.
10 He extends his hands of co-operation to all co-
workers equally.
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11 Keeps in mind the ethical and moral consequences
of Decisions
12 Follows different ways that make others to respect
him.
13 Presents an interesting and attractive vision of the
future.
14 Observe problems with different angles.
15 Treats the individuals with their peculiar and
different abilities.
16 He believes in the collective accomplishment of
mission.
17 Exhibits a sense of confidence and power.
18 He is objectives oriented.
19 Recommends new innovations for the completion
of assigned tasks.
20 Helps in the development of my strengths/qualities.
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APPENDIX-B
JOB SATISFACTION SURVEY
S.NO PLEASE, PUT A TICK FOR EACH QUESTION THAT COMES
CLOSEST TO REFLECTING YOUR OPINION ABOUT IT.
اس کہ جو ئںیلگا()ںیم خانے کےآگے سوال ہر گئے ئےید چےین برائےمہربانئ
۔ہو کرتای عکاسی ک رائے کے آپ ںیم بارے کے
SDA DA UD A SA
01 I feel I am being paid a fair amount for the work I do.
۔ہے رہا مل معاوضہ مناسب کا کام رےیم مجھے کہ ہے ہوتا محسوس مجھے
02 There is really too little chance for promotion on my job. ۔ہے کم بہتی واقع امکان کای ترق ںیمی نوکری ریم
03 My principal is quite competent in doing his job. ۔ںیہ ماہر خاصے ںیم کام اپنے نگران رےیم
04 I am not satisfied with the benefits I receive. ۔ہوں ںینہ مطمئن سے ان ںیم ںیہی جاتی د مجھے مراعات جو
05 When I do a good job, I receive the recognition for it that I
should receive. ۔ےیچاہی ملن کہ جو ہےی ملت شناخت وہ مجھے تو ہوںی کرت/کرتا کام اچھا ںیم جب
06 Many of our rules and procedures make doing a good job
difficult. ۔ںیہ تےید بنا مشکل کو کام خاصے اچھے قےکاریطر اور نیقوان بشتر ہمارے
07 I like the people I work with. ۔ ںیہ پسند مجھے وہ ہوںی کرت/ کرتا کام ساتھ کے لوگوں جن ںیم
08 I sometimes feel my job is meaningless. ۔ھے لگتای معن بے کام اپنا مجھے اوقات بعض
09 Communications seem good within this organization. ۔ہے آتے نظر اچھے روابط سے دوسرے کیا ںیم ادارے اس
10 Raises are too few and far between. ۔ہے ہوتا در شازونا اور کم مہت اضافہ ںیم تنخواہ
11 Those who do well on the job stand a fair chance of being
promoted. امکانات کےی ترق کے ان ںیہ تےید انجام سر سے قےیطر اچھے کام جو لوگ وہ
۔ ںیہ ہوتے ادہیز
12 My principal is unfair to me. ۔ ںیجانبدارہ ںیم ملے معا رےیم نگران رےیم
13 The benefits we receive are as good as most other
organizations offer. ۔ںیم اداروں دوسرے کہ جتنے ںیہ اچھےی ہ اتنے وہ ںیہ ملتے ںیہم مراعات جو
14 I do not feel that the work I do is appreciated. ۔ہے جاتا سراہا اسے ہوںی کرت/ کرتا ںیم کام جو کہ لگتا ںینہ مجھے
15 My efforts to do a good job are seldom blocked by red tape. سخت کے ادارے کو کوششی ک کرنے کام اچھا رےیم ہوکہ ہوای کبھی ہ دیشا سایا
۔ہو ایگ روکا باعث کے نیقوان
16 I find I have to work harder at my job because of the
incompetence of people I work with. کےی نااہل کے ان ہوںی کرت/ کرتا کام ںیم ساتھ کے جن کہ ہے ہوتا محسوس مجھے
۔ہےی پڑتی کرن محنت سخت ںیمی نوکری اپن مجھے سے وجہ
184
17 I like doing the things I do at work. ۔ہے پسند مجھے وہ ہوںی کرت کام جو پری نوکری اپن ںیم
18 The goals of this organization are not clear to me. ۔ںیہ ںینہ واضح پر مجھہ مقاصد کے ادارے اس
19 I feel unappreciated by the organization when I think about
what they pay me. ہوتا محسوس سایا تومجھے ہوںی سوچت/چتا سو ںیم بارے کے تنحواہی اپن ںیم جب
۔ہے ںینہ سراہتا کو کام رےیم ادارہ رایم کہ ہے
20 People get ahead as fast here as they do in other places. ۔ںیم اداروں دوسرے کہ سےیج ںیہ بڑھتے آگے سےی جلدی ہی اتن لوگ ہاںی
21 My principal shows too little interest in the feelings of
subordinates. ۔ںیہ کرتے ظاہری دلچسپ کم بہت ںیم احساسات کے ماتحتوں اپنے نگراں رےیم
22 The benefit package we have is equitable. ۔ںیہ منصفانہ مراعاتی وال جانےی د ںیہم
23 There are few rewards for those who work here. ۔ںیہ ملتے انعامات بہت کو والوں کرنے کام ہاںی
24 I have too much to do at work. ۔ہے ہوتا کرنا کام دہ ایز بہت پری نوکری اپن مجھے
25 I enjoy my coworkers. ۔ہوںی ہوت/ہوتا اندوز لطف ساتھہ کے ونیتھ سا اپنے ںیم
26 I often feel that I do not know what is going on with the
organization. رہا ہو ایک ںیم ادارے رےیم کہ معلوم ںینہ مجھے کہ ہے تا ہو محسوس اکثر مجھے
۔ہے
27 I feel a sense of pride in doing my job. ۔ہے ہوتا احساس کا فخر کیا ںیم کرنے کام اپنا مجھے
28 I feel satisfaction with my chances for salary increases. ۔ہوں مطمئن سے ت امکانا کے فے اضا ںیم تنخواہی اپن ںیم
29 There are benefits we do not have which we should have. ۔ئےیچاہی ملن جوکہی جارہی د ںینہ ںیہم نجویہی سیا مراعات کچھہ
30 I like my principal. ۔ہوںی کرت/کرتا پسند کو نگراں اپنے ںیم
31 I have too much paperwork. ۔ہے ہوتا کامی غذ کا سارا بہت پاس رےیم
32 I don't feel my efforts are rewarded the way they should be. ئےیچاہ ملنا سےیج ہے ملتا سےیو صلہ کا کاوشوںی ریم کہ لگتا ںینہ مجھے
33 I am satisfied with my chances for promotion. ۔ہوں مطمئن سے امکانات کےی ترقی اپن ںیم
34 There is too much bickering and fighting at work. ۔ہے ہوتا جھگڑای لڑائ اور جھوک نوک ادہیز بہت پہی نوکر
35 My job is enjoyable. ۔ہے لطف پر کام رایم
36 Work assignments are not fully explained. ی۔جاتی ک ںینہ حت وضا طرحی پوری ک کام گئے سونپے
185
APPENDIX-C
LIST OF EXPERTS FOR INSTRUMENTS REVIEW
S. No Name Address
1 Dr. Nazim Ali
Ph.D (Management science)
Assistant Professor Department of
Management Sciences University of
Malakand
2 Dr. Muhammad Ishaq
Ph.D (Education)
Assistant Professor
Department of education Islamia College
University, Peshawar
3 Dr. Muhammad Javaid
Ph.D (Education)
Principal
Al-Quran Beacon School & College
Mansehra
4 Dr. Saeed ullah Jan
Ph.D(Library Sciences)
Assistant Professor
Department of library and information
sciences Khushal Khan Khatak University
Karak
5 Mr. Dilawar Shah
Ph.D in progress
Assistant Professor & Chairman of CS Bacha
Khan University Charsadda
6 Mr. Izaz Ali
Ph.D in progress
Lecturer I.E.R University of Peshawar
186
APPENDIX-D
PERMISSION FOR USING QUESTIONNAIRE
From: Spector, Paul ([email protected])
To: mushtaq ahmad
2/5/2014
Dear Mushtaq Ahmad:
You have my permission to use the JSS in your research. You can find copies of the scale in
the original English and several other languages, as well as details about the scale's
development and norms in the Scales section of my website http://shell.cas.usf.edu/~spector. I
allow free use for noncommercial research and teaching purposes in return for sharing of
results. This includes student theses and dissertations, as well as other student research
projects. Copies of the scale can be reproduced in a thesis or dissertation as long as the
copyright notice is included, "Copyright Paul E. Spector 1994, All rights reserved." Results
can be shared by providing an e-copy of a published or unpublished research report (e.g., a
dissertation). You also have permission to translate the JSS into another language under the
same conditions in addition to sharing a copy of the translation with me. Be sure to include
the copyright statement, as well as credit the person who did the translation with the year.
Thank you for your interest in the JSS, and good luck with your research.
Best,
Paul Spector, Distinguished Professor
Department of Psychology
PCD 4118
University of South Florida
Tampa, FL 33620
813-974-0357
http://shell.cas.usf.edu/~spector
187
APPENDIX-E
LIST OF FOCAL PERSONS
S.No Name District
1 Ahmad Jan Charsadda
2 Muhammad Javid D.I.Khan
3 Manzoor Khan Haripur
4 Wali Muhammad Mardan
5 Kamran Ullah Nowshera
6 Iqbal Hussain Peshawar
7 Muhammad Ayub Khan Swat
188
APPENDIX-F
LIST OF VISITED SCHOOLS
A. Charsadda
1. GHSS No.1
2. GHSS Nissata
3. GHSS Dargai
4. GHSS Dosehra
5. GHSS Sherpao
6. GHSS Rajjar No.2
7. GHSS Kalyas
8. GHS Ghari Hameed Gul
9. GHS Charsadda Khas
10. GHS Rajjar No.1
11. GHS Kuladher
12. GHS Prang
13. GHS Khat
14. GHS Gulabad
15. GHS Tangi No.1
16. GHS Manikhela
17. GHS Umarzai
18. GHS Babra
19. GHS Shakardand
20. GHS Shabqadar Fort
189
B. D.I.Khan
1. GHSS No.1
2. GHSS No.2
3. GHSS No.3
4. GHSS No.4
5. GHSS Kat Garh
6. GHSS Dhalla
7. GHSS Kot Jai
8. GHS Dhakki
9. GHS Ramak
10. GHS Kurai
11. GHS Daraban Kalan
12. GHS Daraban Khurd
13. GHS Mandra Kalan
14. GCMHS No.1
15. GHS No.5
16. GHS No.6
17. GHS Din Pur
18. GHS Kulachi
19. GHS Paroa
20. GHS Mandra Saidan
C. Haripur
1. GHSS Saria Nimat Khan
190
2. GHSS No.1 Haripur
3. GHSS No.2 Haripur
4. GHSS No.1 KTS
5. GHSS No.2 KTS
6. GHSS Dengi
7. GHSS Kot Najeeb Ullah
8. GHSS Khan pur
9. GHSS Panyian
10. GHSS Kakotri
11. GHS Mung
12. GHS Choi
13. GHS Dobandi
14. GHS Shah Muhammad
15. GHS Jab
16. GHS Jabri
17. GHS Alooli
18. GHS Garhyian
19. GHS Amazai
20. GHS Kalupind
D. Mardan
1. GHSS Shergarh
2. GHSS Baghdada
3. GHSS Mazdurabad
191
4. GHSS Takhtbhai
5. GHSS Manga
6. GHSS Lundkhawar
7. GHSS No.4 Mardan
8. GHS No.1 Mardan
9. GHS Jehangirabad
10. GHS Labour Colony
11. GHS Hathyan
12. GHS Faram Korona
13. GHS Takhtbhai
14. GHS Seri Bahlol
15. GHS Cheragh din Killi
16. GHS No.3
17. GHS Park Takhtbai
18. GHS Jeorr
19. GHS Jalala
20. GHS Tordher
E. Nowshera
1. GHSS Peer paii
2. GHSS Khaskay
3. GHSS Rashakai
4. GHSS Manki Shareef
5. GHSS Ziarat Kaka Saib
192
6. GHSS Jehangira
7. GHSS Khairabad
8. GHSS Jabbi
9. GHS No.1 Nowshera
10. GHS No.2 Nowshera
11. GHS Wattar
12. GHS Akora Khattak
13. GCMHS Akora Kattak
14. GHS Adamzai
15. GHS Jehangira
16. GHS Shaidu No.1
17. GHS Shaidu No.2
18. GHS Shahkot
19. GHS Salehkhana
20. GHS Baghbanpura
F. Peshawar
1. GHSS City No.1
2. GHSS City No.2
3. GHSS City No.3
4. GHSS Cant.1
5. GHSS Cant.2
6. GHSS Kakshal City
7. GHSS Hayatabad
193
8. GCMHS Nahaqi
9. GHSS Civil Quarter
10. GHSS Chaghar Matti
11. GHSS Hazarkawani
12. GHS Gulbela
13. GHS Din Bahar colony
14. GHS Gulbahar Peshawar city
15. GHS Zaryab colony
16. GHS Dabgari Gate
17. GHS Cant.3
18. GHS Budhnai
19. GHS Pakhaghulam
20. GHS Shahi Bala
G. Swat
1. GHSS Kabal
2. GHSS Deolai
3. GHSS Tall
4. GHSS Dehrai
5. GHSS Shamozi
6. GHSS Barikot
7. GHSS Mingora
8. GHSS Charbagh
9. GHSS Balogram
194
10. GHSS Khuaza Khela
11. GHS No.1Mingora
12. GHS No.3Mingora
13. GHS No.4Mingora
14. GHS Khazana
15. GHS Nawakalay
16. GHS Islampur
17. GHS Shagai
18. GHS Manyar
19. GHS Amankot
20. GHS Qamber
