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Research Article Open access CC BY 4.0

Examining the Influence of Transformational Leadership Style on Teachers’ Performance in 12 Year-Basic Education in Nyaruguru District, Rwanda

Bruce Uwamahoro, Theresia J. Shavega, Maulid J. Maulid

Asian Research Journal of Arts & Social Sciences · pp. 1–12 · Published 11 Nov 2024

10.9734/arjass/2024/v22i12592

Abstract

While numerous studies determined leadership styles in schools, limited research addresses the specific impact of transformational leadership on teachers’ performance in 12-year Basic Education. This study examined influence of transformational leadership on teachers’ performance in 12 Year Basic Education in Nyaruguru district, Rwanda. The study employed quantitative approach with correlational design, utilizing regression analysis and correlational analysis. This study used the sample of 164 teachers from 12 schools in Nyaruguru district. Proportional sampling determined the number of teachers from each school, and simple random sampling selected individual respondents. Data were collected via questionnaires and analyzed using regression and correlation techniques with SPSS (version 27). Results indicate a significant positive relationship between transformational leadership and teacher performance: individualized influence accounts for 71% of performance variation, idealized influence 70.6%, intellectual stimulation 58.8%, and inspirational motivation 45.9%. Increased use of transformational leadership by headteachers enhances teachers' performance in instructional planning, student assessment, and parental collaboration. The study recommends that the government provide guideline documents on transformational leadership for schools and encourages headteachers to adopt this style to enhance teacher performance.

Idealized influence individualized influence inspirational motivation intellectual stimulation transformational leadership style

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Cited by 2

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