E-ISSN 2039-2117
ISSN 2039-9340
Mediterranean Journal of Social Sciences
MCSER Publishing, Rome-Italy
Vol 5 No 3
March 2014
181
given on achieving the set target. From 109 respondents 33.9% and 39.4% respectively were fairly and always happy
with the statement as they believe that the principal always communicates these strategic issues with the staff. The
remaining 15.6%, 8.3% and 2.8% respectively, were of the view that sometimes, once in a while or not at all does the
leader communicate this information to the staff members.
Table 5: Value driven
Frequency Percent Valid Percent Cumulative Percent
Valid not at all 5 2.7 4.6 4.6
once in a while 10 5.4 9.3 13.9
sometimes 21 11.4 19.4 33.3
fairly often 30 16.3 27.8 61.1
frequently, if not always 41 22.3 38.0 99.1
40 1 .5 .9 100.0
Total 108 58.7 100.0
Missing System 76 41.3
Total 184 100.0
The principal, as a leader, encourages and motivates staff members to achieve better results. The majority (65.8%) of
the respondents were in agreement with the statement as they felt that the principal motivated them to achieve better
results. The respondents’ responses show that the various teaching staffs were of the view that leadership influences
their job satisfaction, thus making it clear that staff members shared the principles of participative leadership. The
remaining (34%) respondents disagreed with the statement and believe that the principal does not motivate them.
5. Conclusion
The above-mentioned results suggest that there is positive relationship between the teaching staff and principal; these
positive relationship between transformational leadership behaviours and commitment (affective commitment and
continuance commitment). This suggests that leadership behaviours which involve building trust, inspiring a shared
vision, encouraging creativity and emphasising development are positively related to employee commitment. While the
study interrogates these two phenomena: that style can assist in the motivation of the teaching staff, it can be concluded
that transformational leadership can be used to raise organisational commitment and employees’ performance.
Transformational leadership cannot raise job satisfaction. Rather, the commitment of teachers to their job can raise job
satisfaction and ultimately improve the school’s academic performance. On the other hand, job satisfaction can raise the
employees’ performance. To raise school academic performance, consideration should be given to the intellectual
stimulation of individual teachers.
The leadership style that is accepted by the teaching staff will motivate, inspire and influence them when decisions
and problem arise. Furthermore, these styles can create positive, organisational commitment and promote job
performance. The school principal, through his leadership style, can always increase organisational commitment by
providing rewards to induce employees to work harder.
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