Article

Kardanof
rship Style of Headmasters on Job Satisfaction Journal of Economics
Primary SchoolandTeachers
Managementin
Sciences
District M
4 (1) 1–17
©2021 Kardan University
Kardan Publications
Kabul, Afghanistan
https://kardan.edu.af/Research/CurrentIssue.aspx?j=KJEMS

Sakhi Jan
Kokab Manzoor

Abstract
The purpose of this research study was to examine The Impact of the
Transformational Leadership Style of Headmasters and the Job Satisfaction of
Teachers of Government Primary Schools in District Mohmand and explored the
different dimensions and their impact on the performance of primary school
teachers. The four dimensions of Transformational leadership were taken into
consideration ideal influence, inspirational motivation, intellectually stimulating
and individual consideration. The respondents were consisted of two hundred and
ten (210) teachers who were selected from 1398 teachers working in (466) schools.
The data obtained was analyzed by using Statistical Package for Social Sciences
SPSS program version 26.0, correlation and simple regression. This research study
found that there was a statistically significant strong positive association between
Transformational leadership and Job satisfaction because this study states that
Transformational leadership has almost 40% impact on Job satisfaction of teachers
while the rest of 60% variation can be associated to other factors. Headmasters
demonstrated a very high level of Transformational leadership. The findings of this
research paper put new insight into Transformational leadership and Job
satisfaction to enhance leadership effectiveness, job performance, loyalty and
commitment to the organization for the leadership, the teachers, researchers and
policymakers.

Keywords: Transformational Leadership, Job Satisfaction, Headmasters,

Government, Teachers

Sakhi Jan and Kokab Manzoor are Secondary School Teacher (SST) and Assistant Professor, KPK,
Pakistan.
<sakhijanofficial@gmail.com>, <kokabmanzoor2012@gmail.com>

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Impact of Transformational Leadership Style of Headmasters on Job Satisfaction of Primary School Teachers in District Mohmand

Introduction
Transformational leadership builds a strong and trustworthy
relationship with followers based on trust, respect, and values and
transforms their patterns of thinking, behaviour, and actions and make
themselves accountable for inspiring and motivating followers,
establishing a common vision, fostering their achievement and
professional excellence and keeping high ethical and moral standards.
Successful, visionary, vibrant, and dynamic Transformational leadership
plays an important role in motivating and satisfying their faculty members
as well as their students, promoting their best interests, establishing
cordial relationship without the use of abusive power to use their
maximum potentials to get organizational as well as their optimum
objectives in a very effective and efficient manner (Lin & Sun,
2019; Fletcher, 2001; Northouse, 2001; Dvir et al., Dahlen, 2002; Waldman et
al., 2001; Brerggren &Severinsson, 2003).
The competency, satisfaction level and results of the employed
staff/teachers are hugely dependent upon the leadership effectiveness of
that institute (Fayzhall, Asbari, Purwanto, Goestjahjantiet al., 2020;
Waruwu et al. 2020). High-performing school excellence, teacher job
satisfaction, job commitment, understanding, student learning outcomes,
teachers motivation, schools’ excellence in all areas related to
management, academics, communications, character building, school
leadership to achieve the organizational goals efficiently and effectively are
dependent on the best leadership quality of school leaders (Arif and
Akram, 2018; Maaitah, 2018; Jiang et al., 2017). The existing study aims to
find the impact of Transformational leadership styles on Job satisfaction of
employees/teachers, acceptance of leaders, and job expectancies of
teachers working in public sector schools in District Mohmand.
In Pakistan, most educational institutes have adopted Transformational
leadership which has made the organizations success-oriented. The
leadership style adopted by school leaders greatly influences the success
of school (Ibrahim et al., 2014; Hussein, 2005; Aydin, Savier, and Uysal,
2013). Transformational leadership is used as a powerful tool to enhance
personal development, growth professional competence of teachers,
school development, bringing clarity and unity in the purpose of life and
education, establishing a shared vision, interpersonal competence of
teachers, through the application of educational, technical and human
forces. Transformational leader provides direction, discovers the School's
destiny, and motivates teachers/employees. In this context, effective,
efficient, dynamic, innovative, and vibrant leadership as well as efficient,

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 Jan&Manzoor(2021)

satisfied, and technically skilled employees are the cry of the day. In the
organizational framework, successful leadership is the main source of
employee Job satisfaction through motivation and fulfillment of other
needs and wants which they consider very important (Dimmock, 2003; Al-
Omari, 2008; Simkins, Sisum and Memon, 2003). For this purpose,
leadership professionals and scholars propose effective directions in
associations for pushing the organizations towards better results (Marn,
2012; Razikand Swanson, 2010). The competency and satisfaction level of
the employed staff is hugely dependent upon the leadership effectiveness
of that institute (Yang, 2014; Shaw and Newton, 2014; Lin and Tseng, 2013;
Fernandez, 2008). Educational leaders help employees in fulfillment of
their dreams as well as in achieving organizational objectives and goals by
exercising executive as well as managerial coaching and to achieve
organizational effectiveness and School organizational health. Parents and
students give priority to school reputation, staff competency, and methods
employed in educating the nation. Organizations have to be competed
very toughly to get a competitive edge in the 21st century (Ward, Bacon
and Mackie, 2003). Schools and other educational institutes gravely face
the problem of unsatisfied and unmotivated faculty and other employees
to cope with the challenges of the modern world (RD Fantilli, DE
McDougall, 2009). Their productivity is greatly affected by unsatisfied
employees. Research studies conducted in the 21st century reveals that the
Transformational leadership style of headmasters has been very
instrumental and pivotal in promoting teachers' professionalism,
classroom instructional improvement, and morale of teachers. School
organizational success depends on effective leadership and employees'
Job satisfaction. The sole purpose of this research study is to help the
institutes how to boost the motivation level of their employees by
exercising effective leadership in this respect. A lot of research has already
been done to find the impact of the Transformational leadership style or
behaviour on the Job satisfaction of teachers in different sectors and
different parts of Pakistan and of the world (Geijsel, Sleegers, Leithwood,
&Jantzi, 2003; Leithwood, Tomlinson, &Genge, 1996; Leithwood et al.,
1999) but no such research was conducted in the context of District
Mohmand. So, this research will prove a significant contribution to
increasing Job satisfaction of government primary school teachers in
District Mohmand through applying the Transformational leadership style
or behaviour of school leaders/headmasters.
Research Objectives
This research examines the following objectives:

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Impact of Transformational Leadership Style of Headmasters on Job Satisfaction of Primary School Teachers in District Mohmand

1. To analyze the relationship between the Transformational leadership

style of headmasters and Job satisfaction of teachers of government
primary schools.
2. To plan recommendations regarding how Job satisfaction of
teachers/subordinates of government primary schools can be
increased through enhancement of teachers'/employees’ Job
satisfaction by exercising effective leadership.
Research Questions
This research study bears the following research questions:
1. Is there a significant relationship between Transformational leadership
style and the Job satisfaction of employees?
Literature Review
Leadership is a systematic process used to enhance the capabilities
and capacities of the followers through motivation and inspiration to
achieve organizational goals efficiently and conveniently (Mohammed et
al., 2020; Demir et al., 2019; Ali et al., 2020; Torlak and Kuzey, 2019).
Transformational Leadership
Burns (1978) coined the concept of Transformational leadership as an
extension of transactional leadership. Burns stated that it is the process
whereby leaders promote the motivation of their followers to pursue and
accomplish higher goals and the collective interest of the group. The
concept of the Transformational educational leadership style got very
extensive popularity during the 21st century. Idealized influence attributed,
Idealized influence behaviours, Inspirational motivation, Intellectual
stimulation, Individualized consideration are five dimensions of
Transformational leadership (Mesterova et al., 2015; Avolio, Bass, 1997;
Howell and Avolio, 1993; Judge and Piccolo, 2004).
Transformational leadership holds himself or herself accountable for
inspiring and motivating followers; establishing a common vision; fostering
their achievement; keeping high ethical and moral standards, encouraging
creativity and innovation; using effective communication; providing
guidance, counseling, coaching and mentoring for followers. Burns (2003)
and Bass (2008) stated that the purpose of Transformational leadership is
to ‘transform’ people and organizations, by changing their perspective;
deepening their understanding; broadening their vision; clarifying their
purposes; making their behavior congruent with beliefs, principles, or
values of the organization; and bringing about permanent and durable
changes. Burns (1978) stated that Transformational leadership happens
when leaders and followers heave one another to higher levels of values
and motivations, and these results in a change effect on both leaders and

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 Jan&Manzoor(2021)

followers. Transformational leadership converts followers into leaders

through the power of trust, mutual inspiration, positive and cordial social
relationships to path their destiny. Sergiovanni (1992) stated that the focus
of Transformational leadership is on arousing human potential, satisfying
higher needs, and raising expectations of both leaders and followers to
motivate them to higher levels of commitment and performance. Based on
different studies that have explored that Transformational leadership is a
more successful and effective style than other styles to increase job
satisfaction, promote cooperation, enhance organizational commitment
and arise the capabilities of the employees (Arif and Akram, 2018; Matwally
and El Zarka, 2017; Jiang et al., 2017; Thor and Ogunlana, 2009; Savery,
1994; Manshadi et al., 2014).
Extensive research was conducted through experimental studies of
instructional leadership in the field of education in the 1980s and 1990s.
The main contributors who extended the impact of Transformational
leadership on the Job satisfaction of subordinates are Halpin (1963),
Lipham (1964), Pitner (1988), Hallinger and Heck (1998). The leadership
behaviour of school leaders has always been instrumental to drive the
organization and the concerned teachers to the future of hope, progress,
and development through strong channels of personal experience,
knowledge, beliefs, and values. Transformational leaders understand the
problems, needs, and concerns of their subordinates and can motivate,
stimulate, guide, help and lead them to solve their problems and satisfy
their needs to achieve shared objectives and goals. Bennis (1985)
concluded that leadership behaviour has been defined as the capacity to
create and communicate desired affairs that induce commitment among
those working in the organization. Leadership behaviour can translate a
transformation effort through their efforts and commitment to bring Job
satisfaction and to exceed expectations in subordinate’s behaviour. Bar
(1990) stated that there is no more important work than helping create
and then employing an inspiring and useful leadership behaviour.
In the context of Pakistan, headmaster acts as a central source of
Transformational leadership influence of government primary schools.
‘Transformational leadership practices, considered as a composite
construct, had a significant direct and indirect effect on progress with
school-restructuring initiatives and teacher-perceived student outcomes’
(Leithwood, 1994). The headmaster promotes the professional learning of
teachers as well as the academic learning of students, achieves
organizational goals, improves organizational performance, and helps in
problem-solving to bring a positive change in the learning of the students.

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Impact of Transformational Leadership Style of Headmasters on Job Satisfaction of Primary School Teachers in District Mohmand

Easton (2004) stated that Transformational leaders/ headmasters help

prepare educators to understand and appreciate all students, create
supportive learning environments for them, and have high expectations
for their achievement; help deepen educators content knowledge and
ability to provide instruction and assessment so students can meet high
academic standards, and help provide educators with knowledge and skills
to appropriately involve stakeholders outside the classroom.
Primary schools teachers get inspiration, motivation, and guidance
from their leaders in school concerning matters. In this dynamic and
complex world, investment in leadership promotion, development, and
enhancement is the best teacher education promotion plan
(Rukspollmuang, 2014; Ross et al., 2011; Gregory, 1996). Teachers provide
proper and appropriate feedback to their leaders in all school
administration as well as learning matters. On one side teachers proved
encouragement, support, feedback, and necessary information to the
leaders while on the other side they resist inappropriate and unjustified
roles, behaviour, decisions, and actions of the headmaster/leader.
Transformational leadership promotes teamwork to achieve organizational
goals objectively and successfully. So in a nutshell Transformational
leadership is the source of improving group performance (Resick et al.,
2009; Ling et al., 2008), providing future vision (B. M Bass and Riggio,
2014), increasing job satisfaction, promoting cooperation, enhancing
organizational commitment (Arif and Akram, 2018; Matwally and El Zarka,
2017; Jiang et al., 2017), improving capabilities, self-esteem and achieving
higher goals (Vecchio, 1995; Kanungo, 2001; Leithwood, 1992).
Job Satisfaction
Job satisfaction is a positive effective emotional response of the
people to what they receive from their jobs and what rewards they
perceive to be received from their jobs. Job satisfaction of employees is
associated with favourable actions about their current working position,
conditions, supervisors, coworkers as well as other financial and non-
financial benefits and privileges. Job satisfaction is an employee’s attitude
towards the organization with a sense of value associated with a positive
work environment (Donni, 2016; Davis, 2014; Gill et al., 2012; Phillips and
Gully, 2012; Ross-Grant, 2016; Springer, 2011). Job satisfaction is a
psychological process through which employees systematically analyze the
situation to ascertain that different working and other concerned needs
are full filled by the organization or not. Pay, promotion, company norms,
and values, good relationships with supervisors, good relationships with
co-workers, learning and career development, fringe benefits,

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 Jan&Manzoor(2021)

communication, contingent reward, nature of work, good work-life

balance all are the elements of Job satisfaction.
Job satisfaction of a teacher in the field of education describes the
relationship between what he/she perceived to get from the job and what
he/ she is getting. Papanastasiou and Zembylas (2005) stated that both
factors of Job satisfaction and Dissatisfaction affect the Job satisfaction of
teachers in all administrative jobs. When employees can fulfill their
requirements, they perform their jobs well and remain happy as their skills
and abilities are matched then the performance of satisfied workers
remains high as compared to less satisfied because it is an enviable
aspiration of organizations (Brkich, Jeffs, and Carless, 2002; Singh
andGreenhaus, 2004; Chambers, 1999). Major sources of dissatisfaction
were sacrifices in personal life, difficulties with existing policies, lack of
achievement and opportunities for growth, limited autonomy, problems
with higher authorities and central office personnel (Merrill and Pounder,
1999).
Relationship between Transformational Leadership and Job Satisfaction
Transformational leadership style has a huge impact on the Job
satisfaction of employees (Aslan, 2019; Wan Omar &Hussin, 2013; Munir et
al., 2012; Albion and Gagliardi, 2011; Berson and Avolio, 2004; Balgobind,
2002; Scandura and Williams 2004; Nemanich and Keller, 2007).
Transformational leadership transforms the fundamental framework
of the follower's thinking, learning, perception, and action for the
establishment of a common shared vision, goals, objectives, and shared
norms of practice. When the subordinates are satisfied, their productivity
automatically increases. This increase in their productivity has a positive
effect on the whole performance of the organization (Stone & Patterson,
2005). This satisfaction on the part of people leads them towards positive
attitudes and this positive change in people was developed after proper
analysis and evaluation (Hellriegel, Jackson, and Solcum, 2005). Extensive
research has revealed that a very large number of variables can create Job
satisfaction or Dissatisfaction. Employees who work under
Transformational leadership enhances their psychological state in which
employees feel satisfied with their organizations, furthers Job satisfaction
and improves their willingness to perform at an optimum level to enhance
organizational performance (Yi-Feng, 2016; Bakotica, 2016; Jacobson, 2011;
Lavigna, 2014; Mahmoud, 2008; Hamidifar, 2010; Alarcon and Lyons, 2011).
The Transformational leadership style of the headmasters displays a
charismatic behaviour of confidence, devotion, sympathy, and compassion
to meet their psychological needs and influence their teachers/followers to

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Impact of Transformational Leadership Style of Headmasters on Job Satisfaction of Primary School Teachers in District Mohmand

achieve organizational goals as well as their personal goals easily. Such

behaviour of Transformational leadership increases the Job satisfaction
level of subordinates/teachers. The Job satisfaction of teachers was
influenced by the behaviour of leaders (Bogler, 2001; Dinham and Scott,
2000; Ostroff, 1992). The Job satisfaction of teachers has focused on the
effects of exogenous variables like the leadership style of principals,
decision-making strategies, and burnout (Kirby, Paradise, and King, 1992;
Koh, Steers, and Terborg, 1995; Silins, 1992). Many researchers argued that
a high level of satisfaction of subordinates shows positive behaviour
towards their organization to achieve the collective target goals for better
performance of organizations (Stumpf, 2003; Chen et al., 2005; Aziri, 2011).
The hypothesis of the Study
H: Transformational leadership style of headmasters of primary
schools has a significant relationship with the Job satisfaction of teachers
of primary schools.
Theoretical Framework
The Theoretical Framework of the research study was based upon
two variables only, i.e. Independent variable and Dependent variable. The
researcher took Transformational leadership as an Independent variable
while Job satisfaction as a Dependent variable.

Transformational Leadership Job Satisfaction

Research Methodology
Quantitative Statistical Techniques were used by the researcher to
analyze and interpret the Data collected from the concerned
questionnaires and to test the hypothesis of the study to get the
objectives of the research. The researcher used descriptive analysis
statistics, Pearson correlation, and t-test (independent test) and
regression for data analysis and interpretation.
1.1. Nature of Study
The nature of the study is Quantitative using the framework, principles,
and techniques of quantitative research methods to find the facts in the
light of existing realities and truth.
Population for the Study
The population for the study consisted of all Teachers of seven Tehsils
of District Mohmand. At the time of the study, 466 headmasters were
acting as Transformational leaders and 1398 were teachers acting as
followers in all government primary schools in District Mohmand.

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1.2. Samples for the Study

For conducting a fair, transparent, and unbiased research study the
researcher took all the Tehsils of District Mohmand as a sample of his
research study. The sampled Tehsils of District Mohmand were:Tehsil
Upper Mohmand, Tehsil Halimzai, Tehsil Safi, Tehsil Baran Khel, Tehsil
Paindiali, Tehsil Ambar, and Tehsil Yakaghund.
1.3. Sample Procedure
Firstly, ten (10) schools were taken from every sample Tehsil to collect
Data conveniently. Total (70) schools were taken for the sampling.
Secondly, two hundred and ten (210) teachers were selected from those
seventy (70) schools of District Mohmand, three teachers from each
school. A simple random sampling technique was used by the researcher
to collect accurate data. The teachers of the concerned schools were
requested to fill the Multifactor Leadership Questionnaire (MLQ) and Job
Satisfaction Survey (JSS).
1.4. Operational Definitions
Transformational Leadership
Transformational leadership is the type of leadership in which the
leader builds a strong and trustworthy relationship with followers based
on trust, respect, and values and transforms their patterns of thinking,
behaviour, and actions and makes them achieve a common goal.
Job Satisfaction
Job Satisfaction is the feelings, attitudes and affective orientation
consists of both emotional and cognitive elements of individuals about
what they receive from their jobs and what rewards they perceive to be
received from their jobs as well as their job experience (Donni, 2016;
Turcan, 2011; Gibson, Ivancevich, and Donnely, 2010; Edwards, Bell, Arthur,
and Decuir, 2008; Robbins, 2006; Greenberg and Baron, 2000).
1.5. Research Instrument
To get accurate and reliable Transformational leadership ratings and
Job satisfaction scores this research study used two sound, well-
established standard questionnaires with acceptable content and
construct validity including the Multifactor Leadership Questionnaire 5x
(MLQ 5x), which consisted of 15 items, designed by Avolio & Bass (2004)
and the Wood Faculty Job Satisfaction/Dissatisfaction Scale (WFJSDS),
consisted of 15 items, designed by Wood (1976).

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Impact of Transformational Leadership Style of Headmasters on Job Satisfaction of Primary School Teachers in District Mohmand

The Five-point Likert rating scale was designed to evaluate the

Transformational leadership impact of the headmasters on the Job
satisfaction of government primary schools Teachers:
a) Strongly Agree (SA ) = 1
b) Somewhat Agree (A) = 2
c) Neither Agree nor Disagree (UD) = 3
d) Somewhat Disagree (DA) = 4
e) Strongly Disagree (SDA) = 5

Data Collection Techniques

The researcher collected the data from the respondent teachers
through two closed-ended questionnaires: Multifactor Leadership
Questionnaire (MLQ) and the Job Satisfaction Survey (JSS). The
researcher collected the questionnaires from the respondent through the
focal persons after being filled by the respondents of the research study.
1.6. Data Analysis Technique and Description of the Sample (Descriptive
Statistics)
the researchers analyzed the data to test the hypothesis of the
research by using Statistical Package for Social Sciences SPSS (26),
statistical methods such as standard deviation, t-test, mean, and Pearson
correlation.
Pearson Correlation
To find the direction and nature of the linear relationship between
two variables i.e., Transformational leadership as Independent variable
while Job Satisfaction as Dependent variable, the Pearson Correlation
approach was used by the researcher in the research study.
Reliability of Research Instrument
For conducting the research study, the reliability of the Leadership
Styles Measurement Questionnaire and Job Satisfaction Scale for
Transformational leaders and Teachers was found to be 0.760. If the
Cronbach alpha is 0.70 or higher then it meets the conventional standard
and the scale will be considered internally reliable (Nunnally and Bernstein
1994).
Validity of the Instruments
For conducting the research study, the validity of the two
instruments, Leadership Styles Measurement Questionnaire and Job
Satisfaction Scale for Teachers were validated independently by the
experts in the field and were passed through the pilot tests and thus
verified their face and content validity.

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 Jan&Manzoor(2021)

Analysis and Finding

This portion contains ‘Analysis and Interpretation of the Data’ to find
the impact of Transformational leadership on the Job satisfaction of
primary school Teachers in District Mohmand.
Table 1: Correlations

J.S T.L

Pearson Correlation J.S 1.000 .629

T.L .629 1.000

Sig. (1-tailed) J.S . .000

T.L .000 .

N J.S 161 161

T.L 161 161

Table 1 shows that there was a statistically moderate positive association

found i.e.0.629 between Transformational leadership and Job satisfaction
of government primary schools Teachers in District Mohmand.
Table2: Model Summary

Std. The error of

Model R R Square Adjusted R Square the Estimate

1 .629a .396 .392 5.41388

a. Predictors: (Constant), T.L

Table 2 shows the – R Square (0.396) means that the Independent variable
i.e. Transformational leadership has an almost 40% impact on the
Dependent variable i.e. Job satisfaction of Teachers of government
primary schools, while the rest of the 60% variation in our Dependent
variable can be associated to other factors.
Table3: ANOVA

Sum of
Model Squares df Mean Square F Sig.

Regression 3050.397 1 3050.397 104.073 .000b

1 Residual 4660.299 159 29.310

Total 7710.696 160

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Impact of Transformational Leadership Style of Headmasters on Job Satisfaction of Primary School Teachers in District Mohmand

a. Dependent Variable: J.S

b. Predictors: (Constant), T.L

Table 3 shows that our hypothesis is significant at 5% since the significance

level is 0.000 which is quite less than 0.05. Hence we conclude that there
is a significant effect of Transformational leadership on the Job satisfaction
of Teachers of government primary schools in District Mohmand, KP.
Table4: Coefficients

Unstandardized Standardized
Coefficients Coefficients

Model B Std. Error Beta t Sig.

(Constant) 18.923 2.394 7.904 .000

1
T.L .589 .058 .629 10.202 .000

a. Dependent Variable: J.S

Table 4 shows the beta coefficient for Transformational leadership is

0.589, which means that a change in the Independent variable
(Transformational leadership) by 1 unit will bring about a positive change in
the Dependent variable (Job satisfaction) by 0.589. So at 5% significance,
we accept our hypothesis.

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 Jan&Manzoor(2021)

Conclusion
The main purpose of this research was to examine the relationship
between Transformational leadership styles of leaders/headmasters and
the Job satisfaction of Teachers/Subordinates of government primary
schools in District Mohmand. The research study found that there was a
statistically significant strong positive association between
Transformational leadership and Job satisfaction. This study states that
Transformational leadership has almost a 40% impact on Job satisfaction of
Teachers of government primary schools the rest of the 60% variation in
Job satisfaction can be associated with other factors.
The findings of the research support similar types of research
conducted in other parts of the world objectively. This research study was
supported by many research studies which may include but not limited to
research studies conducted by Aslan, 2019; Wan Omar and Hussin, 2013;
Munir et al., 2012; Bushra, Usman and Naveed, 2011; Albion and Gagliardi,
2011; Mohammad, Al- Zeaud, and Batayneh, 2011. The findings of the
research study exhibit that government primary school Teachers having
different levels of Job satisfaction concerning certain points ranging from
high-level Job satisfaction to middle-level Job satisfaction and even to the
low level of Job satisfaction. Headmasters showed a high level of the
attributes of Transformational leadership. Some Headmasters got high
marks and so ranked high. Beyond some exceptional cases in most of the
cases, the teachers who were performing their jobs under the
Transformational leadership of their headmasters were satisfied and their
job performance was enhanced while in a few cases their Job satisfaction
was low. The Job satisfaction level among the teachers was found at a
moderate level. Teachers declared their headmasters 'Transformational
leadership style effective and efficient, friendly and cooperative. They were
highly satisfied with receiving recognition and reward for the
accomplishment of their tasks, cooperativeness of their subordinates, and
specific and realistic organizational goals and objectives. However, their
satisfaction level was low regarding receiving the equitable amount of
benefit packages as other organizations offer, lacking some fundamental
rights of the workers and the restrictions imposed by the burden of their
jobs on their social activities.

Through computing the Pearson correlation coefficient (r) (with a

value=0.6) a statistically significant, positive, and stronger relationship was
found between the Transformational leadership style and Job satisfaction.
All the alternative hypotheses contributed to show the relationship

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Impact of Transformational Leadership Style of Headmasters on Job Satisfaction of Primary School Teachers in District Mohmand

between all attributes of Transformational leadership and Job satisfaction

and found that all of them were correlated with Job satisfaction.
Transformational leadership demonstrated a high level of
Transformational leadership while Teachers showed a moderate level of
Job satisfaction. This study implies that leaders should promote a deep
sense of responsibilities, principles, and values in all organizational matters
and decisions to ensure their high-performance leadership to raise the
level of teachers’ satisfaction and motivation
The findings revealed that Transformational style was the most useful
instruments to enhance and keep consistent the Job satisfaction of the
teachers to improve their performance and to achieve the organizational
goals successfully. Transformational leadership develops and creates
emotional relationships, through communicating and inspiring a common
vision, hope, faith and using emotional intelligence to motivate teachers,
enhance their performance and promote their job satisfaction.
Research Implications for Headmasters
The results of the research study have demonstrated some valuable
implications towards the headmaster’s Transformational leadership
practiced. This research study finally concludes in a nutshell that school
headmasters should play a role of effective and efficient Transformational
leadership and should be role models and ideal figures for the teachers to
follow and get inspiration and motivation from them. They should
promote a deep sense of responsibility, principles, and values in all
organizational matters and decisions. They should delegate authority with
a great sense of responsibility to the teachers to achieve organizational
goals in a proper fashion and manners. The headmasters should play the
role of participative Transformational leaders, sharing and helping the
teachers in solving their problems and other organizational issues to
achieve the organizational goals conveniently.
Recommendations
All stakeholders like the governments, policymakers, administrators,
educators, reformer trainers and school headmasters must play an
important role to recommend that the teachers should be provided with
all necessary resources so that they may use their intellect, wisdom, and
potentialities to the optimum level to achieve organizational goals. They
should be provided with the opportunities to be involved in all concerned
policy and decision-making matters. Teachers should be given all their
fundamental rights. The headmasters should play the role of effective and
efficient Transformational leadership and should be role models and ideal
figures for the teachers to follow and get inspiration and motivation from

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 Jan&Manzoor(2021)

them. The headmasters should play the role of Participative

Transformational leaders. Such training programmes, sessions, and
workshops should be designed that can develop, promote and enhance
school leadership knowledge and skills and help them in goal-setting,
assessment and accountability, motivating subordinates, building
confidence in decision making, strengthening their responsibilities in
curricular decision making, enhancing their strategic financial and human
resource management skills, teacher monitoring and evaluation to achieve
school goals and performance standards according to the changing
environment.
Applicability and Generalizability
As there have never been conducted research studies with the title ‘The
Impact of Transformational leadership on the Job satisfaction of
government primary school Teachers’, so this research study stands
unique and will be helpful and fruitful for future research studies in
Pakistan. This research can be applied and generalized to all other types of
educational and non-educational institutes in Pakistan and all over the
world by using other constructs of work-related behaviors linked with
employee organizational effectiveness and best results like organizational
citizenship behaviour and employee job commitment while other variables
like Transactional leadership, and Charismatic leadership as moderator,
predictor and extraneous variable.
Limitations and Direction for Future Research
Due to some limitations, this research study provides future directions
for researchers to conduct a sound research study to address these
limitations in this area in other institutions. The following limitations
should be addressed by future research: First, this research study is
delimited to government primary schools of District Mohmand in Pakistan.
In the future researchers may include other government high schools,
government higher secondary schools as well as private schools of other
districts of Pakistan and the world. Second, the leadership questionnaires
were filled out only by the followers to evaluate their leaders and not by
their leaders to make their self-assessment. So such evaluations made by
the employees could be biased in the interpretation of results. In the
future researchers may engage leaders to make their self-assessment with
their employee evaluations. Third, this research analyzed the Impact of
Transformational leadership on General Job satisfaction. In the future
researchers may examine the impact of Transformational leadership on
extrinsic and intrinsic satisfaction separately.

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Impact of Transformational Leadership Style of Headmasters on Job Satisfaction of Primary School Teachers in District Mohmand

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