School Transformational Leadership Implementation Differences Based on Sex and Public Junior High-School Teachers’ Performance
Abstract
This research study investigated the levels of leadership skills and their complex relationships with teacher performance, with a particular focus on gender-based differences. The aim of the study was to provide insights that could inform the development of a gender-sensitive instructional toolkit for use in schools. The research explored various aspects, including the profiles of teacher and school head respondents in terms of age, gender, and position/rank, the extent of school transformational leadership implementation, and the significance of age, gender, and position/rank in assessing leadership practices. The study also examined differences in assessments between teachers and school heads, opinions of school heads regarding transformational leadership, teacher performance, and the relationship between administrators' gender and leadership assessment. The findings highlighted the presence of educators in their 30s and 40s in both teaching and leadership roles, emphasizing the importance of considering gender dynamics in leadership. Strengths and areas for improvement in transformational leadership practices were identified, along with significant differences based on age, gender, and position/rank. The study emphasized the crucial role of transformational leadership in shaping educational institutions' success, with administrators facing challenges in its effective execution. Overall, the research underscored the need for a gender-sensitive instructional toolkit to enhance leadership practices in schools.
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“School Transformational Leadership Implementation Differences Based on Sex and Public Junior High-School Teachers’ Performance”, Soc. sci. humanities j., vol. 9, no. 05, pp. 7580–7667, May 2025, doi: 10.18535/sshj.v9i05.1821.
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