RELATIONSHIP OF LEADERSHIP BEHAVIOR WITH LEADERSHIP OUTCOMES IN PUBLIC SCHOOLS

This study aimed at determining impact of transformational, transactional leadership behaviors and laissez-faire leadership on leadership outcomes in terms of teachers’ willingness to give extra efforts, teachers’ perception of their heads’ effectiveness and their satisfaction with heads’ leadership. The data were collected including both the boys and girls schools in the eight districts of the Punjab. Overall 467 heads and their 1296 subordinate teachers responded on leader and rater form of the Multifactor Leadership Questionnaire (MLQ) respectively. Data were analyzed by employing ‘Pearson r product moment correlation’ and ‘multiple regression analysis’ statistical techniques. All the transformational and transactional leadership behaviors portrayed positive relationship with leadership outcomes. ‘Idealized influence-behavior’ the component of transformational and ‘management by exception-active’ the component of transactional leadership emerged as the strongest predictors of teachers’ willingness to give extra efforts. Whereas, ‘inspirational motivation’ the component of transformational leadership and ‘contingent reward’ the component of transactional leadership emerged as the strongest predictor of teachers’ perception of their heads’ effectiveness and their satisfaction with heads’ leadership.