Transformational Leadership as a Mediator Between Parent Involvement and School Climate: A Structural Equation Modeling Study

This study investigates the mediating role of transformational leadership in the relationship between parent involvement and school climate, as perceived by teachers. A preliminary bibliometric mapping using VOSviewer was conducted to identify current research trends and gaps related to these constructs, providing a conceptual foundation for the empirical model. Using a quantitative causal–correlational design, data were collected from 93 teachers from ten top-ranking junior high schools in Bandung, Indonesia. Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 was employed to assess direct and indirect relationships among the constructs. The findings indicate that parent involvement significantly influences both school climate (β = 0.230, p = 0.002) and transformational leadership (β = 0.740, p < 0.001). Transformational leadership also has a positive effect on school climate (β = 0.580, p < 0.001) and partially mediates the relationship between parent involvement and school climate (β = 0.429, p < 0.001). These results highlight the importance of integrating external parental engagement with internal leadership practices to foster a supportive, collaborative, and positive school environment. The study contributes to the refinement of School Climate Theory by demonstrating how community participation and leadership dynamics jointly shape the school’s organizational atmosphere.