IMPACT OF HEAD TRANSACTIONAL LEADERSHIP STYLE ON THE JOB SATISFACTION OF SPECIAL EDUCATION TEACHERS

Abstract

Leadership practices of head teachers play a vital role in shaping the professional well-being and job satisfaction of teachers, particularly in special education settings where instructional and emotional demands are high. This study examined the impact of transactional leadership style on the job satisfaction of special education teachers in the province of Punjab, Pakistan. A quantitative survey research design was employed. Centers and schools were selected through random sampling, and teachers who had served under the same head teacher for at least one year were included in the study. The sample comprised 360 special education teachers working in public sector institutions. Data were collected using standardized instruments measuring transactional leadership and job satisfaction, and statistical analyses were conducted to examine the relationship between the variables. The findings revealed a positive and statistically significant relationship between transactional leadership and teachers’ job satisfaction. Head teachers who demonstrated clear role expectations, contingent rewards, and consistent supervision were perceived to contribute positively to teachers’ satisfaction with their jobs. The results indicate that transactional leadership can be an effective leadership approach in special education institutions when applied in a structured and supportive manner. The study highlights the importance of targeted leadership development programs for special education head teachers to improve teacher satisfaction and institutional effectiveness. The findings offer valuable implications for policymakers, administrators, and professional training initiatives within the special education sector.