TRANSFORMATIONAL LEADERSHIP BEHAVIOURS AS THE

PREDICTOR OF TEACHERS' JOB SATISFACTION: A STUDY

AT SELECTED SECONDARY PUBLIC SCHOOLS IN
NAMANGAN, UZBEKISTAN

BY
S ADOKAT KARIMOVA ABDUKHAMIDOVNA

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

2017
 CHAPTER ONE
INTRODUCTION

In today's world, there is a high demand for quality of education. All societies in the world
are paying serious attention to education system and its development for producing intelligent
and knowledgeable youth as it is the main factor which directs to the bright future.
Uzbekistan, different from other neighbour countries, has a large population of young people
that showed very high literacy rates in Central Asia (France & UNESCO, Bangkok, 2015).
Education system is becoming more important in the country so that a number of new
technologies have been employed in order to increase the quality of education.
Nowadays, many parents in the country have been realized the importance of
education and encouraging their children to be well-educated by providing opportunities for
them. In fulfilling this responsibility which is shaping and developing critical thinking minds
from the early years, schools play very important role, while teachers are considered as the
key influence for students' success by being next to their parents. Teachers are the people
who deliver good quality education (Darling-Hammond & Lieberman, 2012) and their
positive attitude to teaching is the most influential factor that motivates students (RAND,
2012).
In this highly globalized and technology era, teachers' roles are also quickly changing
and extending to school, parents, and community level by being involved in much
comprehensive roles compared to past 10 to 20 years (Regional Policy Seminar, 2014). In
order to develop quality of education and meet with parents' and stakeholders' needs,
administrators have to provide teachers with conditions that bring satisfaction from teaching.
Besides that, as human beings, teachers have their own needs and wants and when those
needs and wants are not achieved, they affect their behaviour and job satisfaction (Sharizan,
1997).
Moreover, teachers' attitude to their job shows how they are satisfied with teaching
and using their whole potential for fulfilling their responsibility. There are many factors that
motivate teachers to be satisfied with their job and to perform better, for example; being
involved in decision-making process, having independence in the classroom, to be provided
with opportunities in professional growth (Bangs & Frost, 2012). In fact, the most important
factor to make teachers satisfied with their job is principals leadership behaviour (Braun,
Peus, Weisweiler, & Frey, 2013).
 As for the current world, transformational leadership behaviours are considered as the
most effective influence on teachers' job satisfaction and organizational commitment (Eyal &
Roth, 2011; Khasawneh, Omari, 8c Abu-Tineh, 2012) because they develop cooperative
decision-making, innovative environment, higher level of motivation and morality in the
organization (Tajasom & Ahmad, 2011).

1.1 BACKGROUND OF THE STUDY

Uzbekistan is the most populous country in Central Asia. It has a rapidly growing population
of over 31 million, with 30 percent under the age of 15. 12-years education is compulsory and
free for all children in primary and general secondary levels. The statistical yearbook for
2012/2013 academic year indicates that, there are 9,765 general education schools, including
2,459 in urban areas, 7,306 rural areas and 617 in remote and hard-to-access areas in
Uzbekistan. According to Millennium Development Goals Report (MDGR Uzbekistan,
2015), the gross enrolment rate of the country is 98-99.8 percent. In line with the high rate of
enrolment, a considerable percentage of government expenses have been distributed to the
education sector in recent years. Only in 2012, the country distributed the largest share in the
expenditures for general secondary education (56.1%) and specialized secondary and
professional education (21.4%), while it distributed the smaller part of the expenditure for
pre-school education (10.2%) as well as higher education (5.4%). During 2005 and 2015, the
expenses for quality education increased from 29 percent to 33.5 percent, which is the highest
rate in Central Asian Republics and in OECD countries (Tashpulatova, 2015).
Furthermore, during 2004 and 2013 through the investment of the administration,
training laboratory classrooms were developed to provide students with the access to modern
technologies. Since 2013-2014 academic year, 1st grade pupils have been acquainted with a
foreign language training. In order to strengthen the quality education, all educational
institutions of the country are linked to "ZiyoNET" system. Table 1.1 gives a wider image of
the education system in Uzbekistan.

Table 1.1 Structure of the Education System in Uzbekistan.

Education School/Level Grade Grade Age Age Years
From To From To
Primary Primary school 1 4 7 10 4
Secondary General Secondary 5 9 11 15 5
Secondary Technical Secondary 16 19 3
 Vocational Specialised Secondary 16 19 3
Tertiary University/ Institute 20 4

Likewise, the aim of general secondary education is to deliver necessary knowledge

base, to develop the skills of independent thinking, organizational skills, and practical
experience; to facilitate early professional orientation and selection of the following stage of
education. It includes two levels: primary and general secondary levels. Primary education
involves grades 1-4 for students 7-10 years old. There is no specific leaving examination after
completing 4 years from primary school. General secondary education is considered as a
continuation of the primary education and it takes 5 years in turn, including grades 5-9 for
students 11-15 years old. Both levels of education system are connected to each other
according to their organization and the basis of contents. At the same time, both levels of
education are offered by each school in the country.
After finishing nine-year schooling in general education level, children continue their
study in secondary specialized level which is called an academic lyceum or vocational
education institution which is called a professional college. At these institutions students
develop their academic knowledge and get professional diplomas. When students graduate
secondary specialized or vocational education institutions, many of them go to higher
education. In each stage of the study, quality of education is the most important factor for
parents and students in choosing an educational institution.
Most importantly, high quality education depends on qualified, well-trained and
highly motivated teachers. Better working conditions must be created for teachers in order to
increase the quality of teaching and encourage them to stay in teaching profession (UNESCO
Bangkok, 2015). Besides that, when school principals actively develop their staff, support
teachers for professional development activities, foster a positive learning environment and
provide opportunities for them to take on extra responsibilities, teachers gain work
motivation, higher job satisfaction which yields higher quality education (France & UNESCO
Bangkok, 2016).
In Uzbekistan, principals' training emphasises on their role as administrators and
managers, monitoring teachers' and staff appraisal practices are also included as their duties
(UNESCO, 2016). Since their main obligation is to manage human resources, it is important
for them to understand teachers' needs and provide various opportunities for their
professional development.
1.2 STATEMENT OF THE PROBLEM

Quality education is the main purpose of schools in current world. The education policy aims
to improve education quality by targeting teachers since among the other school factors they
are the most important and relatively easier to bring change to each society. The teachers are
also the most influential factors of students' quality learning experience. According to a
recent research by RAND Corporation (2012), teachers influence on student achievement two
to three times higher than services, facilities, and leadership.
Nowadays, educators are becoming transformers of productive classroom settings
rather than the people who just simply transfer information to students (France & UNESCO
Bangkok Office, 2015). Together with teaching they also guide, counsel, discipline students
and manage the classrooms (Sirima & Poipoi, 2010). In order to dedicate their potential to
fulfil the tasks and develop the society, teachers need to see that they are valued and
supported with the necessary tools. Moreover, teachers also concern about much workload
and duties at work which sometimes lead to work extra time for completing the appointed
tasks causing to dissatisfaction from their jobs (Regional Policy Seminar, 2014). The
teachers, who are dissatisfied, regularly refuse to continue their jobs and leave the teaching
profession at early years (Nyenyemble et al., 2016) and switch to other profession which is a
costly phenomenon for students and Ministry of Education (Aslami, 2013). It leads the
students to lose the opportunity of being taught by an experienced teacher while schools and
the MoE have to recruit and train the potential teachers. This phenomenon also increases the
difficulty of hiring new teachers, especially experienced and skilled ones. In its turn, teacher
attrition directly affects teacher quality which is the core of quality education.

According to OECD (2005), in Uzbekistan, keeping well-qualified and experienced

teachers at schools is becoming very difficult especially in high-demand subject areas such as
computer science and technology, mathematics, and foreign language. Particularly, teachers from
the secondary public schools are leaving the teaching profession in considerable numbers causing
to serious issues in the education system. The same report enlightened that, limited promotion
opportunities of teachers led to the 7 percent attrition rate among first-year teachers. Furthermore,
in the society many new jobs are being created and broader opportunities are available in other
professions whereas teaching profession is going to the list of low attractive jobs and high rates of
attrition. The UNESCO report (2006) also highlighted that 1.4 million of the teachers are needed
in the Asia-Pacific (e.g. Central Asia, East Asia and Pacific, and Southwest Asia) region.
Especially, among other countries of the region, serious attention must be paid to Uzbekistan.
Although transformational leadership behaviours have been identified as one of the
most effective factors in teachers' job satisfaction and staying in their jobs, yet there is no
data about their predictive ability on teachers' job satisfaction regarding to the study setting.
Thus, in this study the researcher attempts to examine if principals' transformational
leadership behaviours arc the predictors of teachers' job satisfaction at selected secondary
public schools in Namangan, Uzbekistan.

1.3 CONCEPTUAL FRAMEWORK OF THE STUDY

1.4 PURPOSE OF THE STUDY

The purpose of this study is to investigate teachers' job satisfaction and principals'
transformational leadership behaviors at selected secondary public schools in Namangan,
Uzbekistan. In addition, it explores the relationship between the interest variables and predictive
ability of transformational leadership behaviors on teachers' job satisfaction.

1.5 OBJECTIVES OF THE STUDY

The main objectives of this research arc as follows:
1. To investigate the level of principals' transformational leadership practices and
teachers' job satisfaction at selected secondary public schools in Namangan,
 Uzbekistan.
2. To examine transformational leaders' behaviours as the predictors of teachers' job
satisfaction.
3. To investigate if there are any significant differences in the job satisfaction among
teachers of different a) gender, b) degree of education, c) age and d) year of
experience.
4. To investigate the relationship between transformational leadership practices and
teachers' job satisfaction.

1.6 RESEARCH QUESTIONS

The purpose of the study is to obtain answers to the following research questions:
1. What is the level of principals' practices of transformational leadership and teachers'
job satisfaction at selected secondary public schools in Namangan, Uzbekistan?
2. Do transformational leaders' behaviours predict teachers' job satisfaction?
3. Are there any significant differences in the job satisfaction among teachers of
different: a) gender, b) degree of education, c) age, d) year of experience?
4. Is there any statistical significant relationship between transformational leadership
practices and teachers' job satisfaction?

1.7 SIGNIFICANCE OF THE STUDY

This study is conducted lo investigate the transformational leaders 1 behaviours as the
predictors of teachers' job satisfaction at selected secondary public schools in Namangan,
Uzbekistan. The study focuses on two variables: teachers' job satisfaction and transformational
leadership behaviours which are very important for quality education of schools. It is very
significant to mention that principals' transformational leadership style and their behaviours are
the most important factors to change teachers' expectations from their jobs (Wright, Moynihan, &
Pandey, 2012).
The findings and conclusion of this study should be interesting for school principals and
policy-makers to develop the quality of schools and will contribute to the advancement of
knowledge of Educational Administration. Furthermore, examining correlation between
transformational leadership behaviours and teachers' job satisfaction will provide the information
to increase school outcomes. With its findings, this study reflects the predictive ability of
transformational leaders' behaviours on teachers' job satisfaction in the study setting. By
understanding the value of transformational leadership behaviours at secondary schools,
principals can develop their strategies and increase teachers' job satisfaction.
Moreover, a lack of study about the predictive ability of transformational leaders'
behaviours on teachers' job satisfaction at secondary public schools in Uzbekistan, calls for more
investigations in this field. Thus, the received information can be very helpful for secondary
school principals in understanding teachers' current attitude to their jobs, to recognize their
expectations from their jobs, the work environment and also to increase motivation to what is
lacking.
Finally, the research findings may provide a means for future researchers.

DELIMITATION OF THE STUDY

In his study is limited according to the following factors and conditions:
1. This study was done only at selected secondary public schools in Namangan,
Uzbekistan. Therefore, the result may not be generalizable to the whole population of
the region.
2. The respondents of the study are teachers only. For this reason, the study reflects only
teachers' perceptions on school principals' transformational leadership behaviours and
teachers' job satisfaction. Principals' perceptions were not included in this study.

DEFINITION OF TERMS
Leadership: refers to a process that one individual stimulates and affects on others in
achieving organizational goals. In this process followers are encouraged and motivated to
have self-confidence for fulfilling the vision. Leadership is considered as an important feature
of organization that leads to the success of organizational outcomes (Northouse, 2012).
Transformational Leadership: refers to the leadership style, in which interactions
among interested groups are organized around a collective purpose in such a way that
transforms, motivates, and enhances the actions and ethical aspirations of followers (Simola,
Barling, & Turner, 2012). Leaders of this style serve for the needs of others, motivate them
and encourage them to reach their potentials for achieving the set goals by showing
intellectual stimulation, inspirational motivation, individualized consideration and idealized
influence (Bass, Avolio, Jung & Berson, 2003). In this study the behaviours of
transformational leadership were measured by 23 items using 4 point Likert scale.
Job Satisfaction: refers to a positive emotional feeling of people towards their job,
resulted trom the comparison between their beliefs and actual benefits (Hackman & Oldham,
1975; Jayaratnc, 1993; Boon, Arumugam, Vcllapan, Yin & Wei, 2006). It is also defined as
the extent to which one is happy with their job hence an employee's willingness to perform at
an optimum level (Hoffman-Miller, 2013). Spector (1997) explained job satisfaction as the
degree of like or dislike people towards their work. This positive emotional state results from
the appraisal of one's experience on the job (Ram, 2012).
Multifactor Leadership Questionnaire (MLQ): refers to an instrument that measures
transformational leadership behaviours: intellectual stimulation, inspirational motivation,
individual consideration and idealized influence from the teachers' perspectives. In this study
the used instrument items for measuring transformational leadership behaviours were adopted
and modified from the transformational leadership model by Leithwood and Jantzi (1999,
2000) together with Bass's Multifactor Leadership Questionnaire (MLQ, 1985). The
combined model was prepared for administrators to measure their transformational leadership
behaviours: intellectual stimulation, inspirational motivation, individual consideration and
idealized influence, including 23 items. For the purpose of this study the questionnaire was
revised for teachers only.
Teachers' Job Satisfaction Questionnaire (TJSQ): refers to an instrument that
measures the level of teachers' job satisfaction. The employed TJSQ of this study was
developed by Lester (1984). Furthermore, in this research 17 items were used to measure
teachers' job satisfaction.
 CHAPTER TWO
LITERATURE REVIEW

1.0 INTRODUCTION
The main concern of this chapter is to review the related literature that previous
researchers had done on the transformational leadership behaviours, teachers' job satisfaction
and the predictive ability of transformational leadership behaviours on teachers' job
satisfaction. For this purpose, the chapter is divided into two sections, respectively the
overview of leadership and job satisfaction theories and the reviews on previous researches.

2.1 OVERVIEW OF LEADERSHIP AND JOB SATISFACTION THEORIES

This study is guided by the theories of transformational leadership and job
satisfaction. According to Transformational Leadership Theory (Bass & Bass, 2008),
transformational leaders have four characteristics: intellectual stimulation, inspirational
motivation individualized consideration and idealized influence. Transformational leaders
raise their followers morally and go beyond the standards. This leadership is applied more
among the school principals (Bass & Bass, 2008).
It is believed that principals who apply transformational leadership style are able to
make new changes in the organization and they are considered as modernizers, positive
energizers. They have the ability to see the things before others, to try new and creative ways
to solve challenging problems and to take risks in order to achieve the set visions.
Transformational leaders consider each mistake as an opportunity for finding the best way to
step closer and reach their vision (Marshall, 2011). Due to their behaviours, strong self-
confidence and influence on others, transformational leaders are very much needed in quality
education.
Education is a transforming power of life. Thus, the teachers' role is very significant
in forming students' future as they are trusted with the classroom and curriculum. However,
in order to fulfil their trusted duties, teachers first should be satisfied with their jobs. The
factors that make a person satisfied with their job were explained by the following theories:
Maslow's Hierarchy of Needs Theory (1954), Herzberg s Two-Factor (motivator hygiene)
Theory (1959).

2.2.1 Maslow's Hierarchy of Needs Theory (1954)

Maslow (1954) explained a theory of human needs according to a hierarchical model
that is from lower-order needs to higher-order needs. This arrangement is done according to a
hierarchy of importance including five human needs. At the lowest level: physiological
needs, safety and security needs, love needs, esteem needs, while at the highest level is the
need for self-actualization. The hierarchy is important so that people cannot go to higher-
order needs without satisfying each lower-order needs. When people are satisfied with lower-
order needs, these needs are not considered as motivators anymore (Mullins, 2005, p. 481).
Now they are motivated to achieve the next level of hierarchy (Mengistu, 2012). Hierarchy
needs can be described as following:
Physiological needs are considered as the lowest level of needs that are required to
survive physically, for example; the need to satisfy hunger, thirst, oxygen, sleep, shelter, sex,
an adequate salary, satisfying working conditions, heat, lighting, clothes and exercise. As for
the teachers, by finding a job and receiving salary they can be satisfied with the lowest-order
needs.
Safety or security needs are the needs for protection from danger, freedom from pain
or from the threat of physical attack, the need for savings, medical aid. For teachers the safety
needs are: the desire for financial security, fair treatment by the principals, safe working
conditions, fairness, quality supervision, and job security.
Love or social needs are the needs for giving and receiving love, family, and the need
of affection, a sense of belonging, social activities, and friendship. As for the teachers, these
needs are reflected in professional friendship, good interpersonal relations with colleagues,
students and principals, acceptance by others, and friendly supervision by the principals. By
joining in school activities and decision-making process, teachers will have a sense of
belonging.
Esteem needs are the needs for expressing self-respect and the esteem of people.
When someone feels loved and a sense of belonging, it directs to improve the need for esteem
and self-respect. Self-respect comprises a feeling of confidence, achievement, independence
and freedom. Boey (2010) claims that when teachers are recognized and rewarded for their
contribution to the school, they have more self- confidence and more self-esteem.
Self-actualisation needs are the highest level of needs that express realisation of one's
full potential. At this level a person tries to find truth, beauty, justice, individuality,
meaningfulness, and perfection (Amos, Pearson, Ristaw & Ristaw, 2008, p. 178). The
teachers work hard to satisfy their needs and to reach their full potential.
2.2.2 Herzberg's Two-Factor (motivator hygiene) Theory (1959)
The Two-factor Theory was developed by Herzberg, Mausner, and Snyderman in
1959 and explains about two sets of factors that affect motivation and work. The first set
leads to happy feelings or positive attitudes while the other set leads to feelings of
unhappiness, bad attitudes or dissatisfaction. Herzberg asserted that both factors are directly
related to the conditions and environment of the job.
Herzberg (1966) explained that intrinsic factors that lead to job satisfaction are. the
work itself, the achievement in the work, (he possibilities of personal growth, recognition and
the important responsibilities. In contrast, working conditions, salary, job security, and
relationships with others arc explained as extrinsic factors which mean that if these factors
are missed then job dissatisfaction appears. Herzberg calls these factors as hygiene, dis-
satisfiers or maintenance factors (Owings & Kaplan, 2012).
The two factors theory is the most suitable for the current administration especially at
school level due to meet the teachers' job satisfaction and increase their job performance.
Dale (2012), Voon, Lo, Ngui, and Ayob (2011), Shibru, Bekele, and Darshan (2011) and
Kirk (2012) reported that principal's both: transformational and transactional leadership style
influence on teachers' job satisfaction to become more effective in the classroom which
directly influences students' achievement.
Furthermore, quality of education is associated with teachers' experience and
dedication. Without teachers' commitment and involvement in school reforms, positive
changes cannot be done (Mengistu, 2012). Most importantly, teachers are satisfied when they
have a good relationship with their school principals and also by being involved in decision-
making process. A number of studies found that where transformational leadership was
practiced, the level of job satisfaction was high (Bogler, 2001; Griffith, 2006). Through this
statement, it can be concluded that principal's transformational leadership style can predict
teachers' job satisfaction

2.2.3 Leadership
Leadership is a process that one individual stimulates and affects others in achieving the set
goals. In this process, followers are encouraged and motivated to have self-confidence in
fulfilling the vision. Through leadership, an organization is led to a strong and high-
performance unit. The term 'leadership' was defined differently by a number of scholars.
According to Northouse (2012) leadership was explained as an important feature of
organization that leads it to the success. Furthermore, Dominica (2012) defined leaders as
individuals whose aim is to lead their organizations by performing leadership activities.
Leaders are differed from other people by their energetic and hardworking characteristics.
They have a clear determination for fulfilling tasks so that other people are led by their
mental and physical strengths.
Furthermore, in achieving organizational vision successfully, talented and well-
qualified followers are needed. Leadership style is very important in order to use human
resources wisely because followers will try to reach their potentials when they are treated
well by their leaders. Additionally, the leaders' behaviours can lead to followers' positive
attitudes, better performance and job satisfaction. It is required for a leader to be more
innovative; to stimulate confidence; to improve, to inspire and to concentrate on directing
people to the success of the vision of an organization. Empowering followers is very much
important to fulfil a set vision successfully (Satia & Liow, 2014). Effective leadership is
believed to be the wheel of change in any organization, especially in education by trying to
achieve challenging goals and reaching the highest level of success (Javaid & Mirza, 2012).
It is obvious that nowadays technology is taking a great role in education all over the
world. It is leading educational leaders to find the most effective leadership practices that
directs to teachers' improvement in using instructional techniques, professional development
and student learning (Jabor, Sale, Deba, Musta'mal & Sadiq, 2013). Since schools have a
great influence on each member of the society, leaders with essential leadership skills matter
for the education system. Successful leaders are leaders who work for the benefit of a whole
society and by their honesty, integrity, they are trusted, admired and respected by their
subordinates. The most important characteristics about them are to control themselves in any
situation and to have strong self-confidence for making decisions and leading their followers
by creating comfortable work environment. Effective leaders are full of motivation and they
can make decisions without guidance from other people (Javaid & Mirza, 2012).

2.2.3.1 Leadership Styles

There are three main leadership styles: transformational, transactional and laissez- faire.
 Transformational leaders help their followers to work effectively that leads to the
rise of followers' satisfaction level (Shibru, 2011). This type of leader tries to understand
followers' abilities, needs and when they realise any weaknesses in followers they offer
training for them. Transformational leaders build a shared vision, develop strategies to reach
a desired vision, inspire employee involvement, motivate employees, develop culture of team
working, enhance skills of employees by creative and challenging tasks, at the same time they
are role models by having strong ethical and moral values.
Transactional leaders are the leaders who take the initiative in making contact with
others for the purpose of exchange of valued things (Burns, 1978). Simola, Barling and
Turner (2012) explained transactional leadership as an exchange process. According to Bass
(1990), transactional leadership can be defined according to several factors. One of them is
giving rewards and recognition when followers achieve the goals. The other one is called
active management by exception which means that leaders observe the work of their
followers and take action when there is deviation in rules and standards. Transactional leaders
also concentrate on passive management by exception through taking action when the set
objectives are not accomplished. This type of leaders may even use punishment as a response
to an unacceptable performance.
Laissez-Faire Leaders are leaders who completely trust their followers in making
decisions, performing their jobs. They avoid being involved in decision making and taking
responsibilities and they only focus on intellectual aspect of their work but not on the
management aspect. Members of the organization are open to share their suggestions on
choosing the best for the organizational outcome. This leadership style can be applied when
followers are believed as skilled, devoted, experienced and intelligent.
In conclusion, transactional leaders think about running organization smoothly
without considering any opponents. If the employee does not do well, they will be punished
which is a traditional way of treating followers whereas transformational leaders accept
follower's mistakes as steps for a better performance. Furthermore, transformational leaders
try their best to achieve inspiring goals and to reach the highest level successfully while
transactional leaders inspire their followers to achieve established goals by instructing their
roles and obligations.

2.2.3.2 Transformational Leadership

According to Geib and Swenson (2013), transformational leaders try to find positive
changes in their followers. Through using "strategy and structure" of the organization, they
can achieve this purpose. Transformational leadership was defined more clearly as:
the leader articulates the vision in a clear and appealing manner, explains how
to attain the visions, acts confidently and optimistically, expresses confidence
in the followers, emphasizes values with symbolic actions, leads by example,
and empowers followers to achieve the vision (Stone, Russell & Patterson,
2003, p. 3)
Likewise, Simola, Barling and Turner (2012) explained that transformational
leadership happens between groups of people who are united "around a collective purpose
which increases followers' actions and ethical aspirations.
James MacGregor Burns (1978) first introduced the concept of transforming
leadership on political leaders, but nowadays this term is also used in organizational
psychology. Burns explained transforming leadership as a process in which "leaders and
followers help each other to advance to a higher level of morale and motivation". He
enlightened the difference between management and leadership based on leaders'
characteristics and behaviours and established two concepts: "transforming leadership" and
"transactional leadership". Burns believed that transforming approach creates important
change in people, organizations and creates environment to change followers' expectations
and aspirations. On the other hand, transactional approach is based on leader's personality,
behaviours and skills to make a change by example, an energizing vision and challenging
goals. Transforming leaders are considered as a moral example of working for the benefit of
the team and organization, while transactional leaders usually do not make any effort for
cultural change in the organization by trying to keep the existing culture.
On the other hand, Bass (1985) applied the term "transformational" instead of
"transforming" in explaining the measurement of transformational leadership. According to
Bass, transformational leadership can be measured by leader's influence on the followers
which is a feeling of trust, admiration, loyalty and respect for the leader. According to the
potentials of a transformational leader, subordinates are willing to work harder than originally
expected. Consequently, subordinates get high satisfaction, which means that,
transformational leadership behaviours are positively connected with higher performance,
greater organizational commitment and higher job satisfaction among employees (Bass, 1985,
1998). These leaders raise their subordinates morally, motivate them to go further and inspire
them to come up with new, exclusive ways to change the environment for success.
Furthermore, transformational leaders are characterized by self-determination, self-
confidence and motivate followers to reach their potentials and realize their identity (Bass,
1990). At the same time, realizing one's identity brings the feeling of being a part of
organization rather than just working for self-gain. All these changes happen through the
transformational leaders' intellectual stimulation, inspirational motivation, individual
consideration, and idealized influence. Finally, differing from Burns, Bass proposed that
leadership can show both transformational and transactional leadership at the same time but
only transformational leaders can change the culture of any organization (Bass & Bass,
2008).
Moreover, in education the model for transformational leadership was developed by
Leithwood and Jantzi (2005) including four categories (Leithwood & Jantzi, 2008):
a) Setting directions includes creating school vision, evolving clear and specific goals,
priorities and having high expectations;
b) Developing people denotes to providing intellectual stimulation, offering
individualized support and showing desired professional practices and values:
c) Redesigning the organization embraces raising a cooperative school culture, building
structures to raise involvement in decision-making and creating effective community
relationships;
d) Managing the instructional programmed refers to the establishment of iirm
routines, structures and procedures in order to support change.

2.2.3.3 Four Dimensions of Transformational Leadership Behaviours

The full range of leadership introduces four dimensions of transformational leadership (Bass
& Bass, 2008):

Intellectual Stimulation - another behavioral component of transformational leadership,

which a leader challenges expectations, takes risk and asks followers for ideas.
Transformational leaders inspire, motivate creativeness in their subordinates and also
encourage them to think independently. For example, principals stimulate teachers
understanding of problems and identify their own beliefs and standards.
Bass explained:
Intellectually stimulating leaders help to make their followers more
innovative and creative. They question assumptions, reframe problems, and
look at old problems in new ways (2008, p. 621)
These leaders consider that learning is very important and unexpected situation are new
opportunities to learn, because of this reason subordinates are open to ask questions, think
deeply about the things and try to find better ways to accomplish their tasks. This behavioural
dimension of transformational leaders is used to stimulate teachers’ motivation to excel the
performance and encourage them to be more critical in problem solving. Intellectual
stimulation guides and motivates professionals to discover new and better ideas (Shin, Kim,
Lee, & Bian, 2012).
Inspirational Motivation - the degree to which the leader makes a clear vision that is
motivating to subordinates. Leaders challenge followers by putting high standards,
communicate optimism about future goals, provide meaning for the given task and also
increase strong sense of purpose in subordinates in order to motivate them to act.
Furthermore, effective communication skills of leaders help to make the vision
understandable, precise, and powerful to the followers. Feeling and realizing the purpose and
meaning of the task energizes a group to move forward confidently. When followers
understand the purpose of the work they want to put more effort on their tasks and it leads to
the rise of their expectations for the future. In other words, transformational leadership is the
ability to motivate professionals in the organization and succeeding the set vision with
followers' full satisfaction. When transformational leaders applied inspirational motivation,
organizations reached their vision and accomplished (he goals (Sookaneknun &
Ussahawanitchakit, 2012). For effective inspirational motivation, "leaders must create vibrant
ideas, images in the minds of the professionals that provide meaningful focus" (Sadeghi &
Pihic, 2012). Sadeghi and pihie's (20)2) argument was also supported by another research
(Shin et al„ 2012).
Individualized Consideration - one of the components of transformational leadership
behavior that expresses to pay attention to each subordinate's needs, act as a guide or coach to
them and listen to their problems. Darling-Hammond and her colleagues Cook, Jaquith, and
Hamilton (2012) stressed on the importance of differentiating teacher quality and teaching
quality. They identified that policy makers must concentrate on the capability of individual
teachers together with teaching and learning environment in order to make teaching effective
(p. i).
Bass defined this behavioural component as:
Individual considerate leaders pay special attention to each follower's needs for
achievement and growth. New learning opportunities are created, along with a
supportive climate. The leaders serve as coaches and mentors for their followers
(2008, p. 622)

Furthermore, leaders try to understand and support followers, keep communication open and
put challenges before them. Each follower is respected for his or her contribution to the
organization. By the influence of the leaders, followers are full of ambitions for self-
development and intrinsic motivation for their appointed responsibilities. The main goal of
this behavioural component is to make sure that the needs of professionals are met and also to
support professionals to increase their potentials (Hetland, Hetland, Andreassen, Notelaers, &
Pallesen, 2011). Leaders try to understand individuals' capabilities and needs in performing
their jobs. Where leaders are believed to be transformational leaders, followers seem to have
shown high level of satisfaction and motivation (Hall, Johnson, Wysocki & Kepner, 2002).
Additionally, this dimension characterizes leader's individual attention to followers, treating
them in the best manner (Hayati, Charkhabi & Naami, 2014) and welcome to help them when
the support is needed. Accordingly, by individual coaching and advising, leaders' behaviour
shows individual consideration (Shin, Taylor & Seo, 2012)
Idealized Influence refers to one of the most important components of
transformational leadership behaviours which provides a role model for high ethical
behaviour and gains followers' trust.
According to Harper (2012), idealized influence in transformational leadership refer
to the behavior of leaders and their influence on the organization. He also added that
transformational leaders establish component of idealized influence when they win
subordinates’ trust and confidence by sharing risks with teachers, showing a high level of
ethical and moral behaviour. By showing the vision and values of the organization,
transformational leaders become role models for professionals. At the same time, followers
often attribute extraordinary diligence and abilities to the leader (Goussak & Webber, 2011).
Demonstrating idealized influence can provide an organization with the environment that
teachers communicate with leaders easily.
Additionally, transformational leadership increases organizational commitment,
organizational culture, job satisfaction, and a sense of organizational citizenship which leads
to lower employee turnover intentions (Mahdi, Zin, Nor, Sakat, & Nairn, 2012). Usually,
principals demonstrate high level of transformational leadership behaviours during their
administrative practices on daily basis. According to Balyer (2012) transformational leaders
are respected, admired by subordinates and believed as caring of teachers and their needs.
Transformational leadership behaviours yield to the team effectiveness providing
subordinates with a clear vision and creating environment of trust. As well as, in turn it
increases job satisfaction of followers and keeps them away from interpersonal conflicts
(Braun, Pens, Weisweiler & Frey, 2013).
Furthermore, transformational leaders are also good decision makers. However,
making good decisions as a head of school is significantly and highly job satisfaction of
teachers. Behaviours of transformational leaders are motivation of their followers and impact
on decision-making by asking and considering subordinates opinions and suggestions
(Gkolia, Belias & Koustelios, 2014). Leaders of this leadership style have very important
influence on achievement of man) organizations. In other words, higher level of
transformational leadership practices leads to higher performance of the organization
(Muhammad & Rosli, 2014).
A study on transformational leadership style was carried among police officers in
Germany (Barth-Farkas, & Vera, 2014). The findings of the study revealed that police
officers with a high perception of power got significantly lower scores on transformational
leadership compared to their low power counterparts. Besides that, through their behaviours
as transformational leaders, they affect positively on the teachers' psychological well-being
which makes the work meaningful. The first reason for that is transformational leaders have
the intention to increase followers' level of morality (Burns, 1978) and also stimulate higher
order needs in followers based on Maslow's hierarchy (Bass, 1985). The second reason is
that, followers would respect transformational leaders because of their role model in
commitment which followers should also apply in their works.

2.2.4 Job Satisfaction

According to Locke (1976) job satisfaction is a pleasant feeling which a person can receive
from his/her job or job experiences. Schneider and Snyder (1975) defined job satisfaction as a
personal evaluation of the conditions existent in the job, or the consequences that arise as a
result of having a job.

Additionally, Spector (1997) explained it as the extent that articulates whether people like or
dislike their jobs. Moreover, he defined that achievement, advancement; job enhancement,
job enrichment, and teamwork are the variables which affect on job satisfaction. Job
satisfaction concerns about individual's perception and evaluation of his job which is
influenced by the person's unique needs, values, and expectations. Furthermore, job
satisfaction is explained as an emotional relation to an employee's work condition and
specific aspects of the job such as work, pay promotion, co-workers (Kayastha & Kayastha,
2012). Successful organizations consider worker's moral and job satisfaction to be important
in job performance.
When employees are satisfied, they significantly contribute to the overall performance
(Al-Swidi & Al-Hosam, 2012). Once employees consider the contradictions in the leaders'
behaviours; they are more possible to lack in commitment and job satisfaction. If the
employees are not pleased in the organization where they work, they would surely seek their
satisfaction somewhere else. In order to avoid from this situation, organizations should
emphasis on job satisfaction and consider about developing, continuing a stimulating work
environment. Transformational leadership can be one of the most important factors to
develop employees' abilities and build their capabilities by establishing sincere work
environment which creates the employees' devotion and improvement.
According to the research report (The Society for Human Resource Management,
2016, pp. 6-7), 67 percent employees in U.S showed respectful treatment as the most
important factor while 63 percent employees showed overall compensation as the second
most important contributor to their job satisfaction. Interestingly, opportunities to use skills,
abilities and trust between employees and management were shown as very important to their
job satisfaction by 55 percent of the respondents of the study.

2.2.4.1 Teachers Job Satisfaction

Aspfors and Bondas (2013) explained that teaching is not only a technical or
intellectual practice but also social; which is interactive, emotional and closely connected
(p.243). In understanding teaching and teachers' job satisfaction procedure better, the term
morale is very important. Morale is considered as a function of effective communication
between individual needs and organizational goals and it expresses the extent to which an
individual's needs are satisfied. High level of morale shows interest and enthusiasm for the
job by representing person's beliefs and feelings. Thus, teachers who have high morality can
be expected to teach more effectively (Bogler, 2001).
Additionally, high level of positive relationship was found between school principals'
leadership and teachers' job satisfaction (Munir et al., 2012; Shurbagi, & Zahari, 2012;
Hongnou, Tesaputa & Sri-Ampai, 2014; Long, Yusof, Kowang & Heng, 2014). According to
Msuya (2016), recognition for accomplished work, relationship with co-workers and job
security were also found as teachers' satisfaction dimensions. On the other hand, receiving
salary quite late in each month was found as the negative determinant of teachers' satisfaction
(Thammavong, 2013).

2.3 PREVIOUS RESEARCHES ON THE INFLUENCE OF TRANSFORMATIONAL

LEADERSHIP ON TEACHERS' JOB SATISFACTION
Teachers' job satisfaction is one of the most important factors of school
administration. The teachers who really like and satisfy with their jobs can contribute greater
in organization commitment. In this sense, principal's leadership style is the most influential
factor for teachers' job satisfaction. Furthermore, transformational leadership positively
related to teachers' commitment to organization and teaching profession, but not students'
learning. (Ibrahim, Ghavifekr, Ling, Siraj & Azeez, 2013). Transformational leadership style
was found more effective in improving followers' organizational commitment and job
satisfaction than transactional leadership style (Javaid & Mirza, 2012). According to them,
the MLQ was taken from the faculty members of selected educational institutions. The
findings indicated that transformational leadership style showed 41 percent impact on
employees' commitment and job satisfaction, while transactional leadership showed only 16
percent impact.
Schools need transformational principals to inspire teachers and to make them feel highly
satisfied with their jobs. Teachers' perceptions of their principals' effectiveness and teachers'
overall job satisfaction were found to be significantly linked to the leadership behaviour
namely transformational leadership behaviours (Menon, 2014). The reason is that
transformational leaders try their best to achieve inspiring goals and to reach the highest level
successfully. A positive relationship between transformational leadership and job satisfaction
and organizational citizenship behaviour was also found in Arab educational system
(Muhammed & Heilbrunn, 2015). Another study also (Ritz, Shantz, Alfes, & Arshoff, 2012)
has found that transformational leadership behaviour affects the followers' commitment to
change.
One of the latest studies (Wahab, Fuad, Ismail, & Majid, 2014) indicated high
practice of transformational leadership by headmasters and high level of teacher's job
satisfaction in Temerloh, Malaysia. Additionally, a significant relation was found between the
level of transformation leadership and teachers' job satisfaction. This study called for further
studies on this topic by addressing a predictive ability of transformational leadership
behaviours on teachers' job satisfaction.
Additionally, transformational principals may improve the relationship between
students and teachers as well as the relationship among colleagues. Similarly,
transformational leadership was found as effective in teachers' job satisfaction by creating
educational environment, and good working conditions (Gkolia, Belias, & Koustelios, 2014).
When principals were perceived as transformational leaders, the school stall showed higher
job satisfaction and greater achievement (Ali Yassin & Abdulkadir, 2015).
Transformational leaders have effects on teachers' job satisfaction by showing
intellectual stimulation, inspirational motivation, individualized consideration and idealized
influence (Balyer, 2012; Hussain, 2016). Balyer carried out his study among 30 teachers from
6 different schools in Istanbul, Turkey. During the study gender was not taken as an
independent variable, but amazingly it was found that teachers have more positive thoughts
about female principals. The findings showed that, generally, teachers' opinions on their
principals' transformational leadership behaviours were positive.
When principal is believed as a transformational leader, a meaningful work
atmosphere which can lead to job satisfaction for professionals is created. By applying
inspirational motivation to followers, transformational leaders gain their trust and confidence.
These leaders are admired and respected by the decisions they make (Long & Thean, 2011).
Furthermore, transformational leadership is linked with increased organizational
commitment, organizational culture, job satisfaction, and n sense of organizational
citizenship; nt the same time, lower employee turnover tona (Mahdi, Zin, Nor, Snkat &
Nairn, 2012). Likewise, Ayiro (2014) asserted that transformational leadership style has
positive influence on school outcomes, teaehers' classroom practices and job satisfaction.
Most of the loaders were found to