The Nexus between Transactional Leadership and Institutional Ethos: Implications for Progressive and Enduring School Success

Abstract

A principal's primary accountability is to support the leadership, path, and direction of abundant college-related activities. The principal's main responsibility is to inaugurate and keep a first-rate teaching-learning situation for the college's educational programs. This study investigates the Transactional Leadership and Change Sustainability: Evaluating Principals’ Long Term Impact on School Development. A principal's primary accountability is to support the leadership, path, and direction of abundant college-related activities. The principal's main responsibility is to inaugurate and keep a first-rate teaching-learning situation for the college's educational programs. The objectives of this study were to 1) To analyse the relationship between leadership styles of Principals and their efficacy in change management at secondary school level.2) To measure the principal’s efficacy in change management at secondary school level. This research specifically focuses on Federal Government Educational Institutions (FGEI) in the Chaklala and Rawalpindi regions. Utilizing a quantitative approach, data were collected from 142 secondary school teachers through a structured questionnaire, ensuring balanced gender representation (71 males and 71 females). This methodological framework enabled an in-depth analysis of teachers' perceptions regarding their principals' leadership behaviors and capabilities in change management. Data analysis incorporated descriptive statistics and Pearson correlation analysis, providing a robust understanding of the interplay between leadership and change management. Results indicate that principals significantly inspire their staff by articulating a compelling vision for the future, fostering innovative thinking, and supporting teachers' professional development. Teachers expressed strong agreement regarding their principals’ abilities to cultivate a creative environment, exemplify desired behaviors, and acknowledge individual contributions. Furthermore, principals were found to be effective communicators during change initiatives and adept at addressing challenges that arise throughout the transition process. The findings suggest that principals who demonstrate flexibility, actively involve teachers in decision-making, and proactively anticipate potential challenges are more likely to succeed in implementing change initiatives. The Pearson correlation analysis revealed a substantial positive correlation (r = 0.764, p < 0.01) between leadership styles and change management efficacy, underscoring the critical role of effective leadership in facilitating successful educational transformation. Ethical considerations were strictly upheld, ensuring participant confidentiality and voluntary involvement throughout the research process. Findings suggest that effective leadership styles employed by principals significantly enhance their ability to manage change effectively in secondary schools. This strong correlation emphasizes the importance of leadership in fostering successful change initiatives within educational institutions.