How primary-school headteachers follow transformational leadership dimensions from the perspective of the teachers

Abstract

In the present study, we tackle the extent to which primary-school headteachers follow the transformational leadership dimension from the perspective of the teachers there. To reach the goal of this study, we designed a questionnaire based on the framework of a previous theory that includes (21) paragraphs and four dimensions, then we distributed 94questionnaire on the primary-school teachers in Ouargla. The study found that, from the teachers' point of view, transformational leadership dimensions are applied, to varying extents, by the primary-school headteachers and that there is no statistically significant effect, due to the different expertise and educational qualifications, from applying these dimensions by the headteachers.