INFLUENCE OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP ON TEACHERS’ JOB PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN HEIBAN COUNTY, SUDAN
No Thumbnail Available
Date
2025-03
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Tangaza University
Abstract
This study investigated the influence of principals’ transformational leadership on teachers’ job performance in public primary schools in Heiban County, Sudan. The following objectives guided the study: to determine the extent to which principals’ collaboration influences teacher job performance; to investigate the influence of principals’ innovation on teacher job performance; to examine how principals’ teacher empowerment influences teacher job performance and to evaluate how principals’ motivation influence teacher job performance in public primary schools in Heiban County, Sudan. The enquiry was anchored on Bass' transformational leadership theory and used a mixed method, convergent parallel design. The study targeted all 93 public primary schools in Heiban County, the Primary Education Director of Education, 93 school principals, and 686 teachers. The sample comprised 19 public primary schools, selected through stratified and simple random techniques; the sample size for teachers was 253, the number obtained using the Yamane formula; ten principals and the Primary Education Director were selected using purposive critical case sampling. The data collection instruments were interview guides for the principals and the Primary Education Director and questionnaires for teachers. The reliability of data collection instruments was established using the split-half method and analysed through the Cronbach Alpha Test, attaining a 0.88 score. The validity of quantitative instruments and qualitative instruments’ dependability was achieved through the supervisors’ consultancy and pilot testing. Quantitative data was processed using the Statistical Package for Social Science (SPSS), version 21 and analysed using the Spearman rank correlation coefficient. The results were reported in graphs and tables. Qualitative data was analysed using a thematic approach and reported through direct quotes and narratives. The results showed that collaboration ranked first, with r = .497, principals’ innovation strategies at r =.370, principals’ teacher empowerment at r = 474, and principals’ motivation skills at r = 474. The findings indicate a positive and significant relationship between principals’ TL practices and teachers' job performance in public primary schools in Heiban County, Sudan. The study recommended that structures should be implemented to offer teachers training and refreshing courses.