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Four transformational leadership dimensions—idealized influence, intellectual stimulation, individualized considerations, and inspirational motivation—were selected based on Bass (1985). Using the Multifactor Leadership Questionnaire (MLQ-5x short form) responses from 250 principals and 2,300 teachers across private and public secondary schools, the findings show no significant gender differences in transformational leadership practices and a significant negative relationship with teachers’ academic effectiveness.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gender-differences-in-transformational-leadership-behaviors-of-school-principals-and-teachers-academic-effectiveness/595774/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gender-differences-in-transformational-leadership-behaviors-of-school-principals-and-teachers-academic-effectiveness/595774.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"To investigate gender differences in school principals’ transformational leadership behaviors and examine the impact of these behaviors on teachers’ academic effectiveness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which leadership behaviors are assessed in the research?",{"text":117,"@type":113},"The study assesses four transformational leadership behaviors: idealized influence, intellectual stimulation, individualized considerations, and inspirational motivation.",{"name":119,"@type":110,"acceptedAnswer":120},"What was found regarding gender differences in transformational leadership behaviors?",{"text":121,"@type":113},"The study reports no significant gender difference in practicing transformational leadership behaviors.",{"name":123,"@type":110,"acceptedAnswer":124},"How are transformational leadership behaviors related to teachers’ academic effectiveness?",{"text":125,"@type":113},"A significant negative relationship is found between transformational leadership behaviors and teachers’ academic effectiveness.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},595774,1792447384,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Gender Differences in Transformational Leadership Behaviors of School Principals and Teachers’Academic Effectiveness  \nFarhat Munir * and Muhammad Aboidullah**  \nAbstract  \nThe aim of this study was to empirically investigate the gender differences in the transformational leadership behaviors of school principals and its impact on teachers’ academic effectiveness. On the basis of literature four transformational leadership behaviors (idealized influence, intellectual stimulation, individualized considerations & inspirational motivation) proposed by Bass in 1985 were selected to assess the gender differences in principals’ transformational leadership behaviors. Multifactor Leadership Questionnaire (MLQ-5x-short form leaders & rater forms) was administered over 250 school principals and 2300 teachers from private and public secondary schools. The study reported no significant gender difference in practicing transformational leadership behaviors and found significant negative relationship between transformational leadership behaviors and teachers’ academic effectiveness.  \nKeywords: Gender differences, Transformational leadership behaviors, Teachers’ academic effectiveness  \n* Assistant Professor, School of Professional Advancement, University of Management & Technology  \nLahore. Email: [zershawaiz@yahoo.com](zershawaiz@yahoo.com)  \n** Assistant Professor, Institute of Education and Research, University of the Punjab Lahore.  \nIntroduction  \nSchools’ poor academic performance is a most prevalent academic issue in Pakistan. Every year the schools are facing decline in their academic performance. Although there are numerous factors associated with schools’ academic performance but the school principals’ leadership behavior is one of them. Leadership is defined as the process of influence to motivate a group of people towards the achievement of common goals. Several researches have been conducted to see how people are unique in adopting a specific leadership style. For the last few decades, the gender is the most researched area to see how men and women are different in adopting a particular leadership style and behaviors, e.g. Kim and Shim (2003) found female leaders adopt distinct leadership style.  \nThe research conducted till late 1900s by the social and management psychologists (e.g, Nmark, 1993; Hollender, 1992; Bass, 1996; Jogulu & Wood, 2006) disapproved the pervasive gender difference in leadership effectiveness. A lot of research confusion exists because of multiple findings and conclusions as Powel (1990), Rosener (1990) and Bass, (1997) started questioning their own previous work that reported no gender differences exist in leadership behaviors and their effectiveness. Therefore, it has become imperative to investigate how men and women differ in their leadership behaviors and effectiveness to reduce the level of confusion and gender inequality on leadership positions. Although the research has contributed much in improving the situation in developed countries like USA, UK, Japan, China and many others where the women are found more qualified and proved as effective leaders than men (Schein, 2007) but still the inequalities exist even in developed countries(US Department of Labor, 2002) . Several explanations have been given by the researchers and one of them is the less explored area in developing countries (Patel & Buiting, 2013) especially in Pakistan this area is still in big gap and situation is worst as the women is the largest proportion of the country’s population. Therefore, in depth research is required to eliminate the stereotyped perception about ineffectiveness of women as leaders. No doubt such type of efforts will contribute in decreasing the gender inequality.  \nStatement of the Problem  \nPrincipals as school leaders are considered the key to the success of the school. Their success greatly depends upon the teachers’ academic effectiveness and research has proved leadership behaviors as one of the most in","cbCaipkawFuSncbD","https://ap.wps.com/l/cbCaipkawFuSncbD","pdf",159461,15,"English","# Introduction\n# Statement of the Problem\n# Objectives of the Study\n# Hypothesis\n# Literature Review","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To investigate gender differences in school principals’ transformational leadership behaviors and examine the impact of these behaviors on teachers’ academic effectiveness.\"},{\"question\":\"Which leadership behaviors are assessed in the research?\",\"answer\":\"The study assesses four transformational leadership behaviors: idealized influence, intellectual stimulation, individualized considerations, and inspirational motivation.\"},{\"question\":\"What was found regarding gender differences in transformational leadership behaviors?\",\"answer\":\"The study reports no significant gender difference in practicing transformational leadership behaviors.\"},{\"question\":\"How are transformational leadership behaviors related to teachers’ academic effectiveness?\",\"answer\":\"A significant negative relationship is found between transformational leadership behaviors and teachers’ academic effectiveness.\"}]","Gender Differences in Transformational Leadership Behaviors of School Principals and Teachers’ Academic Effectiveness | PDF",1792081838,38]