Influence of Teacher-Perceived Transformational and Transactional School Leadership on Teachers' Job Satisfaction and Performance: A Case of Vietnam

Autor/in	Maheshwari, Greeni
Titel	Influence of Teacher-Perceived Transformational and Transactional School Leadership on Teachers' Job Satisfaction and Performance: A Case of Vietnam
Quelle	In: Leadership and Policy in Schools, 21 (2022) 4, S.876-890 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1866020
Schlagwörter	Teacher Attitudes; Transformational Leadership; Leadership Styles; Job Satisfaction; Job Performance; Foreign Countries; Principals; Teacher Administrator Relationship; Public Schools; High School Teachers; Influences; Questionnaires; Vietnam; Multifactor Leadership Questionnaire + Suchen Sie Ihr Suchwort? Lehrerverhalten; Führungsstil; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Work performance; Arbeitsleistung; Ausland; Principal; Schulleiter; Public school; Öffentliche Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Influence; Einfluss; Einflussfaktor; Fragebogen
Abstract	The influence of the principal's transformational and transactional leadership style on teachers' job satisfaction and teachers' performance has been a widely researched topic in many countries. However, there is a dearth of research on this topic in Vietnam. This exploratory study has been conducted in public high schools in the southern region of Vietnam to understand the influence of the transformational and transactional leadership style on teachers' job satisfaction and job performance. This quantitative study used a two-stage cluster sampling method to collect the data from 18 public high schools, which included 144 teachers. The factor analysis and path analysis are used in this study to determine the direct and indirect effects of the principal's leadership on teachers' job satisfaction and teachers' performance. The results show a positive relationship between transformational leadership style and a negative relationship of transactional leadership style on teachers' job satisfaction and performance. The results further indicated that job satisfaction acts as a mediator variable between the principal's leadership style and teachers' performance. The findings of this study would be useful for the Ministry of Education and Training (MOET) and school leaders in Vietnam to bring required changes in the school environment and leadership practices to enhance teachers' job satisfaction and their performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01