Transformational Leadership Behaviors as Predictors of Teachers' Self-Efficacy and Job Performance

Transformational leadership is acknowledged as a crucial element in improving organizational performance in education, especially in Cambodian high schools. This chapter investigated the correlation between school directors' transformational leadership practices and teachers' self-efficacy (TSE) and teachers' job performance (TJP) using a quantitative, causal, and correlational-comparative design. A total of 639 high school educators from four Cambodian provinces participated, and the data were analyzed utilizing correlation and regression procedures. The study indicated that intellectual stimulation and individualized consideration consistently served as the most significant predictors of TSE and TJP. Finally, the idealized influences of attributes and behaviors had a beneficial impact on teachers' engagement and performance; however, inspirational motivation exhibited variable impacts, including a detrimental correlation with classroom management.