Gender Differences in Transformational Leadership Behaviors of School Principals and Teachers’ Academic Effectiveness

The aim of this study was to empirically investigate the gender differences in the transformational leadership behaviors of school principals and its impact on teachers’ academic effectiveness. On the basis of literature four transformational leadership behaviors (idealized influence, intellectual stimulation, individualized considerations inspirational motivation) proposed by Bass in 1985 were selected to assess the gender differences in principals’ transformational leadership behaviors. Multifactor Leadership Questionnaire (MLQ-5x-short form leaders rater forms) was administered over 250 school principals and 2300 teachers from private and public secondary schools. The study reported no significant gender difference in practicing transformational leadership behaviors and found significant negative relationship between transformational leadership behaviors and teachers’ academic effectiveness.