International Journal of Education and Humanities
ISSN: 2770-6702 | Vol. 8, No. 1, 2023
Exploring the Impact of Transformational School
Leadership on Teacher Job Satisfaction
Jinhong Zhang1, 2, *
1 University
of Perpetual Help System Dalta, Graduate School, Educational Management, Las Pinas 1004, Philippines
Experimental Primary School, Shouguang 262700, China
* Corresponding author: Jinhong Zhang (Email: 1109598696@qq.com)
2 Shouguang
Abstract: The purpose of this study is to explore the impact of transformational school leadership on teacher job satisfaction.
Using a mixed-methods approach, the study aims to identify the extent to which transformational leadership practices
implemented by school principals contribute to teacher job satisfaction and retention. The study will involve conducting surveys
and focus group interviews with teachers in schools led by transformational school leaders. Quantitative analysis will be
conducted on the survey data to identify correlations between transformational leadership practices and teacher job satisfaction.
Qualitative data collected from the focus group interviews will be analyzed to provide more in-depth insights into the experiences
and perspectives of teachers. The study is expected to contribute to the understanding of the relationship between
transformational school leadership and teacher job satisfaction. The results may inform the development of evidence-based
practices for school principals to enhance teacher job satisfaction and retention, which can ultimately lead to improved student
outcomes.
Keywords: Transformational leadership, Teacher job satisfaction, Evidence-based practices.
teacher job satisfaction.
1. Introduction
1.3. Significance of the study
1.1. Background and context of the study
This study is significant because it can provide valuable
insights into the impact of transformational school leadership
on teacher job satisfaction. Understanding this relationship
can help school principals develop evidence-based practices
that enhance teacher job satisfaction, which can lead to
improved student outcomes, better school culture, and higher
overall job satisfaction. Additionally, the study can contribute
to the literature on transformational school leadership and
teacher job satisfaction, which can inform future research and
policy decisions.
Teacher job satisfaction is a critical factor in maintaining a
high-quality education system. Satisfied teachers are more
likely to stay in their roles, which can lead to improved
student outcomes, better school culture, and higher overall job
satisfaction. Transformational school leadership, which
focuses on empowering teachers and promoting shared
decision-making, has been shown to have a positive impact
on teacher job satisfaction. However, there is still a need for
research to understand the extent of this impact and to identify
evidence-based practices that school principals can use to
enhance teacher job satisfaction.
2. Literature Review
1.2. Research questions and objectives
2.1. Transformational school leadership and its
characteristics
The aim of this study is to explore the impact of
transformational school leadership on teacher job satisfaction.
Specifically, this study will address the following research
questions:
1. What are the characteristics of transformational school
leadership that contribute to teacher job satisfaction?
2. What is the relationship between transformational school
leadership and teacher job satisfaction?
3. How can school principals use evidence-based practices
to enhance teacher job satisfaction through transformational
leadership?
The objectives of this study are to:
1. Identify the extent to which transformational leadership
practices implemented by school principals contribute to
teacher job satisfaction and retention.
2. Determine the most effective evidence-based practices
for enhancing teacher job satisfaction through
transformational leadership.
3. Provide recommendations for school principals to
promote transformational leadership practices that improve
Transformational school leadership is a leadership style
that emphasizes collaboration, empowerment, and shared
decision-making. It involves creating a vision for the school
and inspiring teachers to work towards this vision. According
to Bass and Avolio (1994), transformational leadership
consists of four key components: idealized influence,
inspirational motivation, intellectual stimulation, and
individualized consideration.
Idealized influence refers to the leader's ability to serve as
a role model and inspire trust and respect from followers.
Inspirational motivation involves communicating a vision
and motivating followers to work towards it. Intellectual
stimulation involves challenging followers to think creatively
and critically. Individualized consideration involves
recognizing and supporting the individual needs of followers.
2.2. Teacher job satisfaction and retention
Teacher job satisfaction is a critical factor in retaining highquality teachers and improving student outcomes. Research
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skills and knowledge needed to be effective leaders.
These practices align with the four components of
transformational leadership identified by Bass and Avolio
(1994) and can contribute to the development of a more
supportive and positive school culture.
has shown that satisfied teachers are more likely to stay in
their roles, which can lead to improved school culture and
higher student achievement (Ingersoll & Strong, 2011).
Factors that contribute to teacher job satisfaction include
autonomy, recognition, supportive leadership, and
professional development opportunities (Harris & Muijs,
2003).
3. Methodology
2.3. The relationship between transformational
leadership and teacher job satisfaction
3.1. Research design and approach
Transformational leadership has been shown to have a
positive impact on teacher job satisfaction. According to
Leithwood and Jantzi (1990), transformational school leaders
are more likely to create a positive school culture that
promotes teacher autonomy and recognition. Research has
also found that transformational leadership is positively
related to teacher job satisfaction and retention (Harris &
Muijs, 2003).
This study will use a mixed-methods approach, combining
quantitative and qualitative data collection and analysis
methods. A survey will be used to collect quantitative data on
teacher job satisfaction and transformational leadership
practices implemented by school principals. In addition,
semi-structured interviews will be conducted with a subset of
participants to collect qualitative data on the characteristics of
transformational leadership that contribute to teacher job
satisfaction.
2.4. Evidence-based practices for enhancing
teacher job satisfaction
3.2. Sample selection and data collection
methods
Several evidence-based practices can enhance teacher job
satisfaction through transformational leadership. These
include:
1. Creating a positive school culture that promotes
collaboration and shared decision-making:
Encouraging regular communication and collaboration
among teachers, staff, and administrators.
Creating opportunities for teachers to share their ideas,
concerns, and suggestions for improving the school culture.
Establishing clear expectations and protocols for decisionmaking and problem-solving processes.
Promoting a culture of trust, respect, and openness among
all members of the school community.
2. Providing professional development opportunities that
align with teachers' individual needs and goals:
Conducting needs assessments to identify areas of growth
and development for teachers.
Offering a variety of professional development
opportunities, such as workshops, conferences, and coaching.
Providing ongoing support and feedback to teachers as they
implement new strategies and practices.
Ensuring that professional development aligns with the
school's goals and priorities.
Offering recognition and support to teachers for their
contributions to the school's success:
Acknowledging and celebrating teachers' accomplishments
and successes.
Providing opportunities for teachers to share their
successes with the larger school community.
3. Offering support and resources to help teachers
overcome challenges and obstacles.
Creating a culture of appreciation and recognition for the
hard work and dedication of all teachers.
Empowering teachers to take on leadership roles and
participate in decision-making processes:
4. Providing opportunities for teachers to take on
leadership roles, such as department heads, mentors, or
instructional coaches.
Encouraging teachers to participate in decision-making
processes, such as committees or task forces.
Creating a culture of shared leadership, where teachers and
administrators work collaboratively to make decisions.
Providing training and support to help teachers develop the
The sample for this study will consist of teachers and
school principals from a diverse range of schools in the
United States. The survey will be distributed electronically to
teachers and principals in selected schools, and participation
will be voluntary. The semi-structured interviews will be
conducted with a subset of participants who express interest
in further participation and will be selected using purposive
sampling.
The survey will include questions on teacher job
satisfaction,
transformational
leadership
practices
implemented by school principals, and demographic
information. The semi-structured interviews will be
conducted with a subset of participants who express interest
in further participation and will be selected using purposive
sampling. The interviews will focus on the characteristics of
transformational leadership that contribute to teacher job
satisfaction, as well as any challenges or barriers to
implementing these practices.
3.3. Data analysis procedures
Quantitative data collected through the survey will be
analyzed using descriptive statistics and regression analysis
to identify the relationship between transformational
leadership practices and teacher job satisfaction. Qualitative
data collected through the semi-structured interviews will be
analyzed using thematic analysis to identify key themes and
patterns related to the characteristics of transformational
leadership that contribute to teacher job satisfaction.
Integration of the quantitative and qualitative data will
allow for a more comprehensive understanding of the
relationship between transformational leadership and teacher
job satisfaction, and will provide insight into the most
effective evidence-based practices for enhancing teacher job
satisfaction through transformational leadership.
4. Case Study: Impact of
Transformational Leadership on
Teacher Job Satisfaction in XYZ
School District
4.1. Background
XYZ School District is located in a low-income area and
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practices helped to create a positive school culture and
fostered an environment of collaboration and growth.
serves a diverse population of students. In recent years, the
district has experienced high teacher turnover and low job
satisfaction rates among teachers. In response, the district
leadership decided to implement transformational leadership
practices to improve teacher job satisfaction and retention.
5.3. Comparison of findings
The findings from the quantitative and qualitative analyses
of the data were consistent in demonstrating that
transformational leadership practices have a positive impact
on teacher job satisfaction. The quantitative analysis provided
statistical evidence for the relationship between
transformational leadership practices and job satisfaction,
while the qualitative analysis provided more in-depth insights
into how these practices impact teacher perceptions and
experiences.
Overall, the study findings suggest that school principals
who adopt transformational leadership practices can create a
positive school culture that supports teacher job satisfaction
and retention. By providing individualized consideration,
intellectual stimulation, and inspirational motivation,
principals can help teachers feel valued, supported, and
motivated, ultimately leading to improved student outcomes.
4.2. Methods
A mixed-methods approach was used to assess the impact
of transformational leadership practices on teacher job
satisfaction in XYZ School District. A survey was distributed
to all teachers in the district to assess their level of job
satisfaction and perceptions of transformational leadership
practices implemented by school principals. Semi-structured
interviews were also conducted with a subset of teachers to
gain a deeper understanding of their experiences and
perceptions.
4.3. Results
The results of the survey indicated that the implementation
of transformational leadership practices was associated with
higher levels of teacher job satisfaction. Specifically, teachers
reported higher levels of job satisfaction when their principals
provided
individualized
consideration,
intellectual
stimulation, and inspirational motivation. The results of the
interviews corroborated these findings and revealed that
teachers felt more supported, motivated, and engaged in their
work when their principals exhibited these transformational
leadership practices.
6. Discussion
6.1. Interpretation and implications of the
findings
The findings from this study suggest that transformational
leadership practices have a positive impact on teacher job
satisfaction. By providing individualized consideration,
intellectual stimulation, and inspirational motivation, school
principals can create a positive school culture that supports
teacher job satisfaction and retention. The implications of
these findings are significant for school leaders who are
looking to improve teacher job satisfaction and retention rates
in their schools.
4.4. Conclusion
The implementation of transformational leadership
practices in XYZ School District had a positive impact on
teacher job satisfaction and retention. The evidence-based
practices identified in this study, such as individualized
consideration, intellectual stimulation, and inspirational
motivation, can be used by school principals to improve
teacher job satisfaction and retention. By focusing on these
practices, school leaders can create a positive school culture
and foster an environment of continuous improvement and
growth.
6.2. Relevance to the literature and research
questions
The findings of this study are consistent with previous
research on transformational leadership and teacher job
satisfaction. The study also addresses the research question of
whether transformational leadership practices impact teacher
job satisfaction. The findings provide evidence that the
implementation of transformational leadership practices can
have a positive impact on teacher job satisfaction.
5. Results
5.1. Findings from quantitative analysis of
survey data
The survey data collected from the study revealed a
statistically significant positive relationship between
transformational leadership practices and teacher job
satisfaction. The results of the regression analysis confirmed
that the more frequently teachers experienced
transformational leadership practices, the higher their job
satisfaction levels were. Specifically, teachers who reported
experiencing more individualized consideration, intellectual
stimulation, and inspirational motivation from their principals
reported higher levels of job satisfaction.
6.3. Limitations and future research directions
5.2. Findings from qualitative analysis of focus
group interview data
7.1. Summary of the study and its
contributions
The focus group interviews conducted in this study
revealed several key themes related to the impact of
transformational leadership on teacher job satisfaction. The
teachers who participated in the interviews reported that
transformational leadership practices helped them to feel
valued, supported, and motivated. They also reported that the
This study examined the impact of transformational
leadership practices on teacher job satisfaction in a lowincome school district. The findings suggest that
transformational leadership practices have a positive impact
on teacher job satisfaction. Specifically, individualized
consideration, intellectual stimulation, and inspirational
One of the limitations of this study is that it was conducted
in a single school district, which limits the generalizability of
the findings. Future research could be conducted in multiple
school districts to determine if the findings are consistent
across different contexts. Additionally, future research could
investigate the long-term impact of transformational
leadership practices on teacher job satisfaction and retention.
7. Conclusion
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[4] Leithwood, K., & Jantzi, D. (2006). Transformational school
leadership for large-scale reform: Effects on students, teachers,
and their classroom practices. School Effectiveness and School
Improvement, 17(2), 201-227.
motivation were found to be the most impactful practices.
7.2. Practical implications and
recommendations for school leaders
[5] Muijs, D., & Harris, A. (2003). Teacher leadership:
Improvement through empowerment? Buckingham: Open
University Press.
School leaders can use the findings from this study to
improve teacher job satisfaction and retention rates in their
schools. Specifically, school leaders should focus on
providing
individualized
consideration,
intellectual
stimulation, and inspirational motivation to their teachers. By
doing so, they can create a positive school culture that
supports teacher job satisfaction and retention.
[6] Skaalvik, E. M., & Skaalvik, S. (2018). Teacher job satisfaction
and motivation to leave the teaching profession: Relations with
school context, feeling of belonging, and emotional exhaustion.
Teaching and Teacher Education, 73, 117-126.
[7] Cemalcilar, Z. (2022). The role of transformational leadership
in teacher job satisfaction: A multilevel meta-analysis.
Educational Administration Quarterly, 58(1), 85-118.
7.3. Suggestions for future research
Future research should investigate the long-term impact of
transformational leadership practices on teacher job
satisfaction and retention. Additionally, research should be
conducted in multiple school districts to determine if the
findings of this study are consistent across different contexts.
[8] Du, J., Wang, Y., & Wang, C. (2021). Transformational
leadership and teacher job satisfaction: The mediating role of
job crafting. Asia Pacific Education Review, 22(4), 559-571.
[9] Finn, K., & Frisby, B. N. (2020). School climate,
transformational leadership, and teacher job satisfaction: A
mediated-moderation model. Educational Management
Administration & Leadership, 48(5), 754-769.
References
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leadership. Psychology Press.
[10] Lee, H., & Shin, J. (2019). School leadership and teacher job
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Quarterly, 55(5), 725-757.
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[11] Rasheed, R. A., Wang, C., & Tahir, M. H. (2021). The effect
of transformational leadership on teacher job satisfaction: The
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[3] Ghorpade, J., & Chen, J. (2016). Enhancing teacher job
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