GENDER, PROFESSIONAL EXPERIENCE, AND INSTITUTIONAL CONTEXT IN RELATION TO TRANSFORMATIONAL LEADERSHIP PRACTICES

Abstract

This exploratory study of the prevalence, dimensions and determinants of Transformational Leadership (TL) was conducted in public and private sector schools of Karachi, Pakistan. The study used a cross-sectional survey design, collecting and utilizing a set (N=272) of teachers’ perceptions as its primary data source. The data indicated that transformational leadership was practiced moderately and unevenly, with Individualized Consideration emerging as the most prominent dimension, while High Performance Expectations, Collaborative Goal Setting, and Modelling are practiced at a moderate level. In contrast, Intellectual Stimulation and Idealized Influence recorded the lowest mean scores, indicating weaker visionary and inspirational leadership among principals. This pattern suggested a greater reliance on relational and task-focused leadership than on visionary and change-oriented practices. The gender of the Principal made a major difference in the leadership perceptions suggesting that leadership is embedded in the gendered culture of organizations, however, the gender of the teacher did not have any significant effects. The most influential structural factor which influenced transformational leadership was the school type, private versus public, whereas principal experience showed the strongest association with perceived transformational leadership. The results highlight the need for structural reform, context-sensitive leadership development, and gender-responsive policies to allow transformational leadership to flourish in Pakistani schools.