Handbook of Management and Behavioural Sciences [Vol-6]

Transformational and Transactional Leadership Style of Secondary School Principals

TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLE OF SECONDARY

SCHOOL PRINCIPALS
Ms. Jyoti Verma
Dr. Kaushal Kishore

ABSTRACT
Leadership is a group process and it depends on fulfilling a certain role in a pattern or
relationship in a group of people. All over in the world, for a smooth, effective and productive
functioning of an organization, an ‘effective’ leadership is a foremost requirement and the educational
organizations are not exception. The leadership role in a school is played by an educational
administrator, which is known by the designation of ‘Principal’. Principals play key roles in providing
the conditions where teachers can operate effectively and students can learn comprehensively. The
theories of leadership propose that different leaders execute their leadership behavior in different
manners, which specifically known as ‘leadership style’. Leadership style is the relatively consistent
pattern of behavior that characterizes a leader. In recent years the transformational and the
transactional leadership have become more popular categories of leadership style. In transformational
leadership style, the leader helps about major, positive change by moving group members beyond their
self interest and towards the good of the organization or group. However in the transactional
leadership style the leader focuses on more routine transactions rewarding group members for meeting
standards. Therefore, in the present paper, an attempt is being made to find out the gender difference
on the perception of transformational and the transactional leadership style of secondary school
principals. The descriptive survey method was adopted for the study and the sample of 240 teachers
from Bilaspur city of Chhattishgarh was selected through quota sampling, and to asses the leadership
style of the secondary school principals, Dubey (2004) the Indian adaptation of Multifactor
Leadership Questionnaire (MLQ) has been used. The collected data was statistically analyzed with the
help of t-test. The findings of the present paper will add new dimensions in the existing literature on
transformational and transactional leadership of school principals, particularly in a tribal state like
Chhattishgarh.

Key Words: Secondary School Principals Leadership Style, Transformational and Transactional
Leadership Style, Gender Differences on Teachers Perceptions.
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Transformational and Transactional Leadership Style of Secondary School Principals

INTRODUCTION
All over in the world, for a smooth, effective and productive functioning of an organization, an
‘effective’ leadership is a foremost requirement and the educational organizations are not exception.
Leadership is a group process and it depends on fulfilling a certain role in a pattern or relationship in a
group of people. According to Northouse (2007, p3), “Leadership is a process whereby an individual
influences a group of individuals to achieve a common goal”. From this definition, it is clear that the
leadership process is dependent on the leader, the followers and the situation. A leader must consider
the forces within himself, his followers and in the situation, in order to be effective. Like other
organizations, a strong leadership is also needed in schools to functions them efficiently, effectively
and purposefully. The leadership role in a school is played by an educational administrator, which is
known by the designation of ‘Principal’. Principals play key roles in providing the conditions where
teachers can operate effectively and students can learn comprehensively. No individual is more
important to the success of a school than the principal. A principal does not perform the task himself.
He gives direction and accepts the responsibility of performing the task. Leadership role of school
principal is therefore particular importance in the schools to the extent that without it, goals may be
difficult to attain and its effectiveness is not guaranteed.
Leaders are expected to functions in certain ways in order to provide leadership necessary for
the success of the organization (Babaoglan & Litchka, 2010). According to Hoff and Mitchell (2008),
the factor that impacts the principals’ ability to lead a school is often shaped by their own perceptions
and the perceptions of their teachers. Research shows that teacher’ perceptions of their principals’
leadership capacities are one of the many variables, which affect school productivity. Luo (2004)
further contented that perceptions about principals as leader by their teachers indicate an important
dimension to evaluate the leaders’ capacities. According to Luo (2004), understanding how teachers
perceive their principals’ leadership capacities has a great significance and providing evidence to
improvement of school leadership.

Different roles at different times played by principals in schools and these variations affect their
behavior. These behaviors may be perceived by the leaders themselves and their followers (teachers) in
terms of gender role, which prescribed certain behavior for leaders based upon their identified gender
(Babaoglan & Litchka, 2010). Eagly, Wood, and Diekman (2000), describe these behaviors as agentic
and communal. Agentic qualities are commonly identified with male behavior more than female, and
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Transformational and Transactional Leadership Style of Secondary School Principals

include being assertive, aggressive, confident and competitive. Conversely, communal qualities, such
as empathy, affection, nurturing, collaboration and dependence, are more likely associated with women
instead of men. Since gender roles may influence the behavior of the leader, female and male leaders
may have different expectations as how to fulfill the required tasks (McGee-Banks, 2007). Thus, the
perceptions of leadership style and behavior may be influence by gender of leader.

Theoretical Framework for Transformational and Transactional Leadership Style

Leaders in organizations do not function in the same way (Dubey, 2004). The theories of
leadership propose that different leaders execute their leadership behavior in different manners, which
specifically known as ‘leadership style’. Leadership style is the relatively consistent pattern of
behaviour that characterizes a leader (DuBrin, 2008). Literature on leadership categorizes styles of
different leaders in various groups. According to Yukl (2006), much of the research on leadership
behavior or style during the past five decades has followed the pattern set by the pioneering research
programmes at Ohio State University and the University of Michigan. In the last 20 years there have
been a number of theses on the subject and that go beyond consideration and initiation of structure, task
and relationship oriented leadership styles (Dubey, 2004), because previous leadership model fell short
in explaining the full range of leadership styles, which includes the charistamatic and inspirational
leaders through to avoidant laissez-fare leaders (Bass & Avoilo, 1990). Beside these, in recent years,
the transformational and the transactional leadership styles have become more popular categories in
leadership literature.

Burns (1978) has proposed transformational and transactional leadership approaches and there
after, Bass (1985) has advanced the concept of transformational and transactional leadership. In
transformational leadership style, the leader helps about major, positive change by moving group
members beyond their self interest and towards the good of the organization or group. However in the
transactional leadership style the leader focuses on more routine transactions rewarding group members
for meeting standards. According to Burns (1978), a distinction can be drawn between the
transformational and transactional forms of leadership style and that is - (1) Transactional leadership is
based on an exchange relationship between leader and follower. The follower offers compliance to the
leader (e.g. productivity, and commitment to the organisation) and receives tangible rewards in return
(e.g. financial benefits). Thus, transactional leaders engage in exchanges with followers without any
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Transformational and Transactional Leadership Style of Secondary School Principals

consideration for individual and/or organizational change and development. (2) Transformational
leadership takes place when leaders interact with followers in ways that enhance their creativity and
motivation in the organization. Transformational leaders engage with followers, focusing on their
intrinsic motivation and confidence. Unlike transactional leadership, transformational leadership does
not seek to maintain the status quo but provides a stimulus for change and innovation instead (Bass &
Avolio, 1994). Further, the transformational leaders build trust and respect motivates followers to work
for the accomplishment of shared goals. Thus, transformational leaders motivate followers to focus on
the common good, through commitment to the mission and vision of the organisation. According to
Bass and his colleagues, transactional and transformational forms of leadership are separate but
interdependent. Bass and his colleagues put forward five factors which constitute the main components
of transformational leadership behavior are:
1. Idealised Influence (Attributed): it refers to the degree to which followers consider leaders to be
trustworthy and charismatic, with a clear and attainable mission and a vision.
2. Idealised Influence (Behavior): it refers to the actual leader behaviour characterized by values and
a sense of purpose. Through idealised influence, followers identify with leaders and try to follow their
example.
3. Inspirational Motivation: it is linked to the behaviour of the leader which inspires followers by
providing them with meaning and challenge. To enhance the motivation of followers, leaders project
hope and optimism for the future, thus enhancing commitment to a shared vision.
4. Intellectual Stimulation: it takes place when leaders encourage followers to be creative and
innovative in the organisation. Followers are expected to be critical in relation to existing assumptions
and traditions. Both leaders and followers are open to a reexamination of their own beliefs and
perspectives, placing a high value on improvement and change.
5. Individualized Consideration: it refers to a situation where leaders focus on individual needs and
relate to followers on a one-to-one basis. Followers are encouraged to achieve personal goals and
pursue their own development.
Similarly the two factors which constitute the main component of transactional leadership behavior are:
1. Contingent Reward: it is the exchanges between leaders and subordinates in which effort by
subordinates is exchanged for specific rewards, such as salary and benefits, bonuses, or other
incentives.
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Transformational and Transactional Leadership Style of Secondary School Principals

2. Management by Exception (Active& Passive): it is the oversight that involves corrective criticism,
negative feedback, and negative reinforcement.

Various researches have been suggested that the transformational and transactional leadership is
an important aspect of effective schools; however, whether the effect varies across related studies. And
in last two decades transformational and transactional leadership styles and their association with sex
has become field of research for many scholars worldwide. However, there is a dearth of such studies
in Indian context.

LITERATURE REVIEW

Many studies compared the fact that ‘is there any gender based differences in the leadership
style and behavior of male and female leaders and evidence suggests two conclusions regarding this.
The Meta-Analysis conducted by Eagly and Johnson (1990), Eagly and Johannesen-Schmidt (2001),
and Eagly, Johannesen-Schmidt, and van Engen (2003), show that the stereotypes (Fix pattern) of style
and behavior with respect to sex of leaders exist. However, Coleman, (2003) reported that the self-
perception of both male and female principals is similar in relation to their management and leadership
style.

. The study carried out by Eagly and Johnson (1990) found no differences between the women
and men leaders regarding task oriented and interpersonal oriented styles, and marked differences in
the adaptation of democratic style. The women tended to adopt more inclusive or participative
leadership style, where as the men tended towards directive, controlling style. Another meta-analysis
carried out by Eagly and Johannesen-Schmidt (2001) found that the female leaders exceeded male
leaders on the three transformational scales of idealized influence, inspirational motivation, and
individual consideration and concluded that female leaders tended to behave in manners that motivated
others to feel respect and pride, show optimism about the goals of the organization, and attend to the
needs of the other members of the organization. In a more recent meta-analysis Eagly et al. (2003)
shows the women leaders used slightly more transformational leadership behavior then men leaders
and the primary differences was for individualized consideration. Results for transactional leadership
were mixed. Women leaders used slightly more contingent reward behavior, and men leaders used
slightly more passive management by exception. However, many scholars (e.g. Herndon, 2002;
Coleman, 2003; Pace & Pace, 2005) working on gender differences in leadership style found no
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Transformational and Transactional Leadership Style of Secondary School Principals

differences between the male and female leadership behaviors. Thus, the review of literature on gender
differences in leadership style is mixed. And in last two decades gender differences between the
transformational and the transactional leadership style has become field of research for many scholars
worldwide. However, there is a dearth of such studies in Indian context. Therefore, keeping in mind the
importance of role of the school principal as a leader within the secondary school system, it is
imperative to examine that the how secondary school teachers perceives the leadership styles of their
school principals. Further, the purpose of this quantitative study was to examine is there any
differences in the transformational and transactional leadership style of male and female secondary
school principals, as perceived by their teachers.

Objective of the Study: The objective of the study was:

 To study the difference between leadership styles of male and female secondary school
principals, as perceived by their teachers.

Hypothesis for the Study: In order to analyze the objective of the study, the following hypothesis was
formulated for testing-

 There will be no significant difference between leadership styles of male and female secondary
school principals, as perceived by their teachers.

METHODOLOGY
Looking at the nature of the study and variables in hands, the descriptive survey method was
adopted to carry out the work.
Population and Sample:
All the higher secondary school principals and their teachers working in government and
private schools situated in Bilaspur District of Chhattishgarh State were the population of the study. To
draw the sample, a total 30 higher secondary schools, including 15 governments and 15 private schools
were selected using quota sampling from the list of total 270 higher secondary schools. Further, eight
teachers from each selected school were selected using incidental sampling. Following the principal of
stratified quota sampling technique, eight teachers from each school were selected. Thus, a total 240
teachers from the 30 higher secondary school of Bilaspur District were selected as sample for the
present study to assess the leadership style of their school principals.
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Transformational and Transactional Leadership Style of Secondary School Principals

Tool Used
The Indian adaptation of Multifactor Leadership Questionnaire (MLQ Form 5x-Short)
developed and standardized by Dubey (2005) was used to measure the leadership style of the
principals. It contains 45 positively worded items presented through five point scales, viz; not at all,
once in a while, sometimes, often and frequently always. It measures the transformational and
transactional leadership style.
Results and Discussion: For analysis of the obtained data t-test was used for examine the significant
difference between the leadership style score of male and female principals.

Table 1.1 Significant differences between the Male and Female Principals on the
Transformational Leadership Score, as Perceived by their Teachers (as a
Whole and Dimension Wise).

Leadership Style Female Male df t- Ratio Result

Principal Principal
Mean (SD) Mean (SD)
Idealized 12.68 (2.65) 11.76(2.66) 238 4.38* Significance
Influence(Attributed) at 0.01 Level

Idealized 11.56(2.65) 12.48 (2.67) 238 4.37* Significance

Influence(Behavioral) at 0.01 Level

Inspirational Motivation 11.5 (2.2) 11.44(2.43) 238 0.3 Not

Significance

Intellectual Stimulation 11.46(2.6) 11.82(2.48) 238 1.8 Not

Significance

Individualized 10.26(3.48) 11.13(2.4) 238 3.95* Significance

Consideration at 0.01 Level

Total Score on 58.65(8.2) 56.62(10.2) 238 6.39* Significant at

Transformational Style 0.01 Level

Table value of df, 238 at 0.01 level = 2.60

Table 1.1 indicates that the over all mean on transformational scores of male and female
secondary school principals is 56.62 and 58.65 respectively. The obtained t- ratio is 3.95, which is
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Transformational and Transactional Leadership Style of Secondary School Principals

higher than the table value 2.60 at 0.01 levels of significance. Hence, null hypothesis is rejected. Thus,
it may interpret that male and female secondary school principals significantly differed on the total
transformational leadership scores. It may also conclude that the female principals exceeded male
principals on the transformational leadership scores.

Further, table 1.1 also indicates that the idealized influence (attributed) idealized influence
(behavioral) and individualized consideration dimensions of transformational leadership style, the
mean scores for male and female secondary school principals are 11.76 and 12.68, 12.48 and 11.56,
and 11.13 and 10.26 respectively. The obtained t-ratio for these dimensions is 4.38, 4.37 and 3.95
respectively, which is higher than the table value 2.60 at 0.01 levels of significance. Hence, null
hypothesis is rejected for these three dimensions of transformational style. Thus, it may interpret that
male and female secondary school principal significantly differed on the idealized influence (attributed)
idealized influence (behavioral) and individualized consideration dimension of transformational
leadership style. However, the table 1.1 also indicates that the inspirational motivation and intellectual
stimulation dimension of transformational leadership style, the mean value for male and female
secondary school principals are 11.44 and 11.5, and 11.82 and 11.46 respectively. The obtained t-ratio
for these dimensions is, 0.3 and 1.8 respectively, which is lower than the table value 2.60 at 0.01 levels.
Hence null hypothesis is accepted for these two dimensions of transformational style. Thus, it may
interpret that there is no significant difference between the male and female secondary school principal
on the inspirational motivation and intellectual stimulation dimension of transformational leadership
style. It may also conclude that the female principal perceived more transformational by their teacher.

Table 1.2 Significant differences between the Male and Female Principals on the
Transactional Leadership Score, as Perceived by their Teachers (as a
Whole and Dimension Wise).

Leadership Style Female Male Principal df t-Ratio Result

Principal Mean (SD)
Mean (SD)

Contingent Reward 10.92(3.22) 11.58(2.32) 238 3* Significance

at 0.01 Level

Management by 11.4(2.5) 11.8(2.5) 238 2 Not

Exception(Active) Significance
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Transformational and Transactional Leadership Style of Secondary School Principals

Management by 5.9(2.64) 7.13(2.9) 238 5.86* Significance

Exception(Passive) at 0.01 Level

Total Score on 27.42(5.3) 30.52(4.5) 238 10.68* Significance

Transactional Style at 0.01 Level

Table value of df, 238 at 0.01 level = 2.60

Table 1.2 indicates that the over all mean on transactional scores of male and female secondary
school principals is 30.52 and 27.42 respectively. The obtained t- ratio is 10.68, which is higher than
the table value 2.60 at 0.01 levels of significance. Hence, null hypothesis is rejected. Thus, it may
interpret that male and female secondary school principals significantly differed on the total
transactional leadership scores. It may also conclude that the male principals exceeded female
principals on the transactional leadership scores.

Further, table 1.2 also indicates that the contingent reward and management by exception
(passive) dimensions of transactional leadership style, the mean scores for male and female secondary
school principals are 11.85 and 10.92, and 7.13 and 5.9 respectively. The obtained t-ratio for these
dimensions is 3 and 5.86 respectively, which is higher than the table value 2.60 at 0.01 levels of
significance. Hence, null hypothesis is rejected for these two dimensions of transactional style. Thus, it
may interpret that there is a significant difference between the male and female secondary school
principal on the contingent reward and management by exception (passive) dimensions of transactional
leadership style. However, the table 1.2 also indicates that the management by exception (active)
dimension of transactional leadership style, the mean value for male and female secondary school
principals is 11.8 and 11.4 respectively. The obtained t-ratio is 2, which is lower than the table value
2.60 at 0.01 levels of significance. Hence, null hypothesis is accepted. Thus, it may interpret that there
is no significant difference between the male and female secondary school principal on the
management by exception (active) dimensions of transactional leadership style.

RESULT DISCUSSION

The finding of present study is supported with previous studies conducted by Eagly and
Johannesen-Schmidt (2001), and Eagly, Johannesen-Schmidt, and van Engen (2003) and Rosener
(1990). Finally it may conclude that the there is significant difference exist between male and female
secondary school principals on their transformational and transactional leadership style, as perceived
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Transformational and Transactional Leadership Style of Secondary School Principals

by their teachers. It may also conclude that the male principals perceived more transactional by their
teachers. Similarly, the female principals perceived more transformational by their teachers. The
findings of study suggested that it is essential to discover the reason for any difference found between
male and female in their leadership behavior. According to Yukl, (2006) one possible explanation is
that biologically based differences reinforced by differential treatment during childhood cause men and
women to have different values, traits, skills, and ways of dealing with situation. Another possible
explanation is that differential stereotypes about men and women in different role expectations, which
influence leadership behavior as well as perception and evaluation of that behavior by others (Yukl,
2006).

CONCLUSION
On the basis of hypotheses testing, results and analysis of results discussion, the following conclusion
of the study are given below:

 There is significant difference found between the male and female secondary principals on the
perception of leadership style by their teachers.

 It may also conclude that the female principals perceived more transformational by their
teachers.

 It may also conclude that the male principals perceived more transactional by their teachers.

 It may also conclude that the male principal scores higher on idealized influence (behavioral)
and individualized consideration dimensions of transformational leadership style. Similarly,
women principals’ scores higher on idealized influence (attributed) dimensions of
transformational leadership style. However, there is not significant difference found between
the male and female principals on the inspirational motivation and intellectual stimulation
dimension of transformational leadership style.

 It may also conclude that the male principal scores higher on contingent reward and
management by exception (passive) dimensions of transactional leadership style. However,
there is not significant difference found between the male and female secondary school
principal on the management by exception (active) dimensions of transactional leadership style.
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Transformational and Transactional Leadership Style of Secondary School Principals

Limitations of the Study

This study was limited to only 30 secondary schools of Bilaspur city of Chhattishgarh State
only. Further only 240 secondary schools teachers selected for rating the leadership style of their school
principals. Due to small sample size, the results of this study will only generalized to Bilaspur city.
Further, for more generalization of results of the study a large sample should be taken for further
studies.

Educational Implications

On the basis of analysis and findings of the study, following implication of the study is
suggested.

 Both transformational and transactional leadership style is important for organizational

effectiveness. Therefore, it is required an educational leader should be exhibit both
leadership style for their effective school functioning.

 The findings of study show that there is significant difference between the male and
female principals on the transformational and transactional scores. But it does not mean
that one sex is better than other. Many studies concluded that both transactional and
transformational leadership required for an effective leadership functions. Therefore,
both male and female leader improve their leadership style according to the need of the
task and situation.

 Current educational reforms and educational policies required those educational leaders
who take the challenges and innovation in their institution. The sex of leaders does not
make any differences on the leadership performance.

The research on gender differences in leadership, the conclusion reached by Powell (1990, p.
74) still seen, appropriate:

“There is little reason to believe that either women or men make superior managers, or that
women and men are different types of managers. Instead, there are likely to be excellent,
average, and poor managerial performers within each sex. Success in today’s highly
competitive marketplace calls for organizations to make best use of the talent available to them.
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Transformational and Transactional Leadership Style of Secondary School Principals

To do this, they need to identify, develop, encourage, and promote the most effective managers,
regardless of sex.”

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The paper can be sited as:

Verma, J., & Kishore, K. (2012). Transformational and transactional leadership style of secondary
school principals. In P.P. Deshpande, R.M. Ghatak, & S. Anand (Eds.) Handbook of Management and
Behavioural Sciences Vol.6. (pp. 338-348). New Delhi: Wisdom Publications. ISBN-978-93-81505-
27-4.