Transformational Leadership Style and Principal Teacher Relationship in Public Universities of Lahore

Abstract

Leadership at educational institutions has a substantial impact on the learning environment, employee job satisfaction, and institution performance. This study examines the association between principal-teacher relationships and transformative leadership styles at Pakistani public universities in Lahore. It focuses on how trust is affected by transformational leadership traits like intellectual stimulation, idealized influence, personalized attention, inspirational motivation, collaboration, and communication between teachers and principals. The study sought to investigate how such leadership characteristics influence professional interactions within academic environments. A quantitative design was employed, gathering data from 500 teachers from different public universities in Lahore using stratified random sampling. The Multifactor Leadership Questionnaire (MLQ) measured leadership styles, and a tailored Principal-Teacher Relationship Scale (PTRS) determined relational dynamics. Descriptive statistics, Pearson correlation, and regression analysis were applied using SPSS utilized to test the efficacy and effects of leadership behaviors. The results showed that principal-teacher connections and transformational leadership were significantly positively correlated. The leadership characteristics, inspirational motivation and individualized consideration had the greatest impact on developing trust and effective communication. The research suggests that transformational leadership development should be included in training programs for university administrators to enhance professional relationships and facilitate institutional excellence.