Ej1099552

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.11, 2016
114
The Extent of Principals’ Application of the Transformational
Leadership and its Relationship to the Level of Job Satisfaction
among Teachers of Galilee Region
Sohil Jameel Haj1
Ali Mohammed Jubran2
1.Ph. D. Scholar, Educational Administration, Yarmouk University, Jordan
2. Associate Prof. of Educational Administration & Fundamentals of Education, College of Education, Yarmouk
University, Jordan
Abstract
The current study aimed to identify the degree of applying the transformational leadership in school
administration (among principals), the level of job satisfaction among teachers, and investigate the relationship
to each other. The sample consisted of (182) teachers, who were randomly selected from teachers of Galilee
region inside the Green Line for the academic year 2015/2016. Two questionnaires utilized in this study after
validity and reliability verified: the first is the questionnaire of practicing the transformational leadership and the
second is job satisfaction questionnaire. The results showed that the degree of applying the transformational
leadership in school administration among teachers of Galilee is very high, and that the degree of job satisfaction
among teachers is also very high, and the results showed no differences in the level of applying the
transformational leadership and the level of job satisfaction due to gender, academic qualification, years of
experience and level of school. The results showed statistically significant positive relationship between the
application of transformational leadership and job satisfaction. The study recommended the need to maintain the
high level of applying the transformational leadership among principals through providing them with training
courses, seminars and lectures on style of transformational leadership, its fields and its impact on the
development and evolution of teaching-learning process.
Keywords: School administration, transformational leadership, job satisfaction, Galilee region.
1. Introduction
Transformational Leadership seeks to promote the senses of those who are dependents (subordinates) through
resorting to the moral ideas and values such as freedom, justice, equality, peace and humanity; behavior of
Transformational Leadership starts from the values and personal beliefs of the leader rather than the exchange of
interests with subordinates. Bass (1998) defined it as a kind of leadership that occurs when the leader broadens
and raises the degree of interest in those who are working with him toward the acceptance of objectives and
achieving the organization's mission and vision by motivating them to overcome their personal interests for
accomplishing the public interest.
Perhaps the emergence of transformational leadership serves as a response to the requirements of the
educational community, which has always sought to achieve efficiency in the performance of organizations and
their employees. Reforming of low achievement educational organizations is one of the most important goals
that transformational leadership seeks to achieve, so that it is more effective and convenient in the academic and
educational organizations through providing greater freedom for workers and to develop their creative ideas (Al-
Ghamdi, 2001). Transformational leadership is associated with the climate of change prevailing in the
educational institution, because it includes the consolidation of motivation and loyalty to the work, leading to
extra efforts required to bring about the desired change (Al-Saud, 2013).
Al-Badri (2001) indicates that the transformational leader and his high expectations towards teachers
help him develop their skills and enable them to accomplish their assigned tasks efficiently and effectively and
hold higher distinguished performance which is reflected on the development of the educational learning process.
This has been confirmed by pieces of literature review conducted in this field.
2. Literature Review
Layton (2003) confirmed that the principal’s practice of the transformational leadership achieves satisfaction
among teachers and motivates them to do their best at work. The study of Griffith (2004) proved that the practice
of transformational leadership achieves job satisfaction among teachers. Bonaros (2006) confirmed that there is a
positive correlation between transformational leadership and job satisfaction among teachers. The study of Al-
Omar (2010) resulted in a positive effect between the application of transformational leadership and teacher
satisfaction. Al-Sharif (2014) highlighted that the degree of principals’ practice of transformational leadership
contributes to raising the level of job satisfaction among teachers, and Al-Roussan (2015) resulted that there is a
strategic impact of transformational leadership on job satisfaction among employees.

Vol.7, No.11, 2016
115
3. Statement of the Problem
Some of the teachers complain of dissatisfaction with the teaching profession and they have various perspectives
about the impact of leadership styles on job satisfaction, and so the idea of conducting the current study
emerged, which seeks to identify the correlation between the principals’ practice of transformational leadership
and job satisfaction among teachers of Galilee. Hence, this study tried to answer the following questions:
1. What is the degree of applying the transformational leadership in the Galilee schools from the teachers'
perspective?
2. What is the degree of job satisfaction among teachers in public schools in Galilee, from their
perspective?
3. What is the correlation between the degree of applying the transformational leadership for principals
and the degree of job satisfaction among teachers in public schools in the Galilee?
3.1. Significance of the Study
The significance of this study lies in adding new information to the human knowledge about the reality of the
practice of transformational leadership and its relationship with job satisfaction. The researchers and scholars
benefit from the two instruments that have been developed to be utilized in conducting subsequent studies. The
educational officials in the study population benefit from the results of this study in the development of standards
for testing the public school principals, and the importance also lies in the development and dissemination of
training programs on transformational leadership style that may contribute to sensitize public school principals
of the use of transformational leadership that will hopefully contribute to the development of job satisfaction
among teachers and therefore achieving high performance in school and institutional work.
4. Methodology
The correlative descriptive approach used in the present study to examine the relationship between the
principals’ practice of transformational leadership and job satisfaction among teachers.
4.1. Study Population and Sampling
The study population consisted of all teachers in the western Galilee region, which includes (30) schools and the
number of teachers in these schools is (720) teachers. The study sample randomly selected from teachers of ten
schools in the primary and prep stages, and consisted of (182) teachers in the first semester for the academic year
2015/2016.
4.2. Instrument
After accessing and reviewing the educational literature review regarding the two variables of the study such as
(Daoum and Momeni, 2011; Althbaity and Al-Anzi, 2014; Otaibi, 2014; Abdulaal, 2016), the researchers
developed the two instruments of the study, in order to identify the degree of practicing the transformational
leadership among principals in the Galilee region, and its relationship with job satisfaction among teachers. The
first instrument is the questionnaire of “Practicing of Transformational Leadership”, consisted of (34) items,
while the second instrument is the questionnaire of “Job Satisfaction”, consisted of (37) items. To evaluate the
respondents’ responses and draw conclusions, five-scale Likert utilized in both questionnaires (very high=5,
high=4, medium=3, low=2, very low=1), and to evaluate the mean level of paragraphs, domains and the total
instrument, the statistical standard is adopted by using the following equation:
01.00 – 01.80 Very low
01.81 – 02.60 Low
02.61 – 03.40 Medium
03.41 – 04.20 High
04.21 – 05.00 Very high
Thus, the scale has been calculated by using the following equation:
The scale maximum (5) - the minimum of the scale (1)
The required number of categories (5)
4.2.1. Validity
To verify the validity of the two questionnaires, they were reviewed and evaluated by (10) referees of university
professors, more experienced in educational administration and leadership; where they were asked to check the
appropriateness of the paragraphs (items) of the domain and the total instrument (questionnaire), and to make
sure of the language and the appropriateness of the instrument to achieve the study objectives. In light of the
views and suggestions of the evaluators, the required modifications were conducted with agreement percentage
(80%).

Vol.7, No.11, 2016
116
4.2.2. Reliability
The reliability of the questionnaire was verified by calculating of the internal consistency coefficient (Cronbach's
Alpha) for a pilot sample numbered (30) teachers = (0.96), while consistency coefficient for the total
questionnaire of job satisfaction is (0.94). These are considered appropriate values for achieving the objectives of
the study.
5. Procedures
The authors used Statistical Package for the Social Sciences System (SPSS) in analyzing the data and concluded
the results that were discussed and then some recommendations have been made.
6. Results
The results of the first question: "What is the degree of applying the transformational leadership in the Galilee
schools from the teachers' perspective? To answer this question, means and standard deviations calculated for the
application of transformational leadership in the Galilee schools from the teachers' perspective, as shown in table
(1).
Table (1): means and standard deviations for the degree of applying the transformational leadership to the
Galilee schools from the perspective of teachers in descending order according to means
Rank No. Domain Mean
Standard
Deviation
Level
1 2 Ideal effect 4.56 .578 Very high
2 4 Building organizational culture 4.55 .553 Very high
3 1 Inspirational motivation 4.54 .610 Very high
4 5 Indivdual consideration 4.51 .577 Very high
5 3 Intellectual motivation 4.41 .619 Very high
Total transformational leadership 4.52 .542 Very high
Table (1) shows that means ranged from (4.41-4.56), where the domain of the ideal effect in the first
place was the highest mean (4.56) and a standard deviation (0.578) with a very high extent of application, while
the domain of intellectual motivation ranked the fifth with a mean (4.41), standard deviation (0.619) and a very
high degree of application of transformational leadership, and the mean of the total transformational leadership is
(4.52), standard deviation (0.542) and a very high degree of practicing or applying the transformational
leadership.
The results of the second question: What is the degree of job satisfaction among teachers in public
schools in Galilee, from their perspective? To answer this question, means and standard deviations calculated for
the degree of job satisfaction among teachers in Galilee public schools from their perspective as indicated in
table (2).
Table (2): means and standard deviations for the degree of job satisfaction among teachers in public schools in
Galilee, from their perspective in descending order according to means
Rank No. Domain Mean St. D. Degree
1 2 Motivation 4.48 .595 Very high
2 1 Transparency 4.45 .676 Very high
3 3 Work environment 4.27 .697 Very high
4 4 Personal satisfaction 4.11 .534 high
Total job satisfaction 4.33 .537 Very high
Table (2) shows that the means ranged from (4.11-4.48), where the domain of motivation ranked the
first with the highest mean (4.48), a standard deviation (0.595) and a very high degree of motivation, while the
domain of personal satisfaction ranked in the fifth place with a mean of (4.11), a standard deviation (0.534) and
high degree of personal satisfaction. The arithmetic mean for job satisfaction among teachers in public schools in
the Galilee from their perspective was (4.33) with a standard deviation (0.537) and a very high degree of
satisfaction.
The results of the third question: What is the correlation between the degree of applying the
transformational leadership for principals and the degree of job satisfaction among teachers in public schools in
the Galilee? To answer this question, Pearson correlation coefficient was calculated between the degree of
application of transformational leadership and the degree of satisfaction among teachers in public schools in the
Galilee as indicated in table (3).

Vol.7, No.11, 2016
117
Table (3): Pearson correlation of the relationship between the degree of application of transformational
leadership and the degree of satisfaction among teachers in public schools in the Galilee region
Domains Transparency Motivation
Work
enviro.
Personal
satisfaction
Total job
satisfaction
Inspirational
motivation
Corr. Coef. .725(**) .784(**) .640(**) .648(**) .797(**)
Sig. level .000 .000 .000 .000 .000
No. 182 182 182 182 182
Ideal effect Corr. Coef. .765(**) .821(**) .642(**) .640(**) .819(**)
Sig. level .000 .000 .000 .000 .000
No. 182 182 182 182 182
Intellectual
motivation
Corr. Coef. .769(**) .818(**) .625(**) .692(**) .832(**)
Sig. level .000 .000 .000 .000 .000
No. 182 182 182 182 182
Building
organizational
culture
Corr. Coef. .796(**) .798(**) .551(**) .613(**) .789(**)
Sig. level .000 .000 .000 .000 .000
No. 182 182 182 182 182
Individual
consideration
Corr. Coef. .800(**) .866(**) .663(**) .741(**) .882(**)
Sig. level .000 .000 .000 .000 .000
No. 182 182 182 182 182
Total
transformational
leadership
Corr. Coef. .834(**) .888(**) .681(**) .728(**) .896(**)
Sig. level .000 .000 .000 .000 .000
No. 182 182 182 182 182
* Significant at (0.05)
** Significant at (0.01)
Table (3) shows that there was a statistically significant positive relationship between the domains of applying
and practicing the transformational leadership and the total degree and all domains of job satisfaction and the
total degree; which means that the more applying and practicing of the transformational leadership among
principals in the Galilee region, the more degree of job satisfaction among teachers.
7. Discussion
- The results showed that the degree of application/practice of Transformational Leadership among
public school principals in the Galilee region from the perspective of teachers ranked very high. This
may be attributed to the recent trends in the Ministry of Education, which is always seeking to develop
the administrative work through workshops and specialized training courses on the development of
principals’ skills, which are held regularly and intensively. Ministry of Education aspires to develop the
performance of principals and cope with the modern educational development, and it seeks for change
and dealing with crises to keep the best levels; hence teachers realize the degree of principals’
application of the transformational leadership. The results of the present study are consistent with the
results of Al-Sharifi and Al-Tanh (2010), Atawi (2001) and the study of Al-Otaibi (2014), whose results
showed that the degree of the principals’ application of the transformational leadership was very high,
while the current study is inconsistent with the results of Bani Ata (2005), which showed that the degree
of high school principals’ application of transformational leadership was medium, and Al-Anzi (2005),
which showed that the degree of high school principals’ application of transformational leadership was
low.
- The results of the present study showed that the degree of job satisfaction among teachers of public
schools in the Galilee region from their perspective was very high. This can be attributed to several
reasons, including: Technological and knowledge revolution that copes up with this era; moreover,
Ministry of Education aspires to apply sustainable development to education and provides teachers with
all instructional supplies that contributed to the advancement and progress of education in the region,
which is reflected on the teachers' satisfaction with their profession. As well as the Ministry of
Education recently paid attention to the status of the teachers through better salaries and incentives and
the provision of laws and regulations that secure their rights. The current results have agreed with
Maskary (2009) that showed that the degree of job satisfaction among teachers ranked high, while the
current study is inconsistent with Al-Bandari and Otoum (2002), the study of Ayan and Kocacik (2010),

Vol.7, No.11, 2016
118
Chen (2010) and the study of Daoum & Momeni (2011), which all showed that degree of job
satisfaction among teachers was medium.
- The present results showed a statistically significant positive relationship between the domains of
applying the transformational leadership and the total degree and all domains of job satisfaction and the
total degree; which means that the more application of transformational leadership among principals in
the Galilee region, the more is the degree of job satisfaction among teachers. This may be due to the
principal’s application of transformational leadership contributes to reduce the level of psychological
stress and anxiety among teachers and this makes them feel comfortable and psychological peace of
mind, which is reflected on their career satisfaction. Noruzy, et al (2013) confirmed that the application
of transformational leadership contributes to bring out the creative potentials of teachers and stimulating
their abilities, the teacher consequently feels his identity and this positively influence the teacher’s
performance and satisfaction with his profession. Many pieces of literature review have confirmed the
importance of the positive relationship between the application of transformational leadership and job
satisfaction among teachers such as the study of Griffith (2004), which confirmed that the application of
transformational leadership has a positive impact upon raising the level of job satisfaction among
teachers. Other studies such as Bonaros (2006), Al-Omar (2010), Al-Sharif (2014) and Al-Roussan
(2015), which assured that the application and practice of transformational leadership among principals,
contribute to raising the level of job satisfaction among teachers.
Recommendations
In light of the results of the current study, some recommendations have been made:
1. The need to maintain the high level of applying the transformational leadership among principals
through providing them with training courses, seminars and lectures on style of transformational
leadership, its fields and its impact on the development of teaching-learning process.
2. The need to maintain the high level of job satisfaction through providing the appropriate environment in
schools to empower the teachers and provide appropriate position for them, and to improve their
incentives to reinforce their job satisfaction; this has a significant role in the development of teaching
and learning process in the school, which is reflected on the educational outcomes.
3. Further studies with large population and sampling should be conducted to address the relationship
between the application of transformational leadership among principals and job satisfaction among
teachers, along with other variables such as socio-economic level for the teacher, the age, and the
school district, and the number of training courses; where it could contribute to the enrichment of the
organizational knowledge and give a great deal of diversification.
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