Principals as Transformative Leaders for Teachers' Professional Development: A Case Study of Private Schools in Pakistan

Transformative leadership stimulates principals' to engage in new activities and put forward that "extra effort" for teachers' professional development. The purpose of this study included (a) to determine teachers' professional development in the context of transformative leadership in schools, (b) to identify participation of principals as transformative leaders for teachers' professional development in schools and (c) to explore challenges faced by principals as transformative leaders during service in schools. The study was descriptive and quantitative in nature, which was delimited to Islamabad. The target population included principals and teachers of 35 private schools of Islamabad. Using simple random sampling technique a sample of 35 principals and 70 teachers were selected. Data were collected through self-developed questionnaires. For data analysis, descriptive statistical measures (mean, frequency and percentage) were used. Results of the study; in context of the four components of transformative leadership (idealized influence, inspirational motivation, individualized consideration and intellectual stimulation) supported the transformative role of principals in professional development of teachers. Findings revealed evaluation of teachers' as a challenge for principals and they also faced various problems in providing guidance and opportunities to teachers. The study recommended that seminars may strengthen the knowledge and skills of principals and help them to overcome their challenges.