Transformational Leadership and Change Management Competency in Response to Sudden Disruptions Among Administrators of Jiangling Town Central High School, DaZhou City
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Abstract
Background and Aim: Transformational leadership is vital in educational administration, particularly during periods of unexpected challenges. This study investigates the transformational leadership qualities of school administrators at Jiangling Town Central High School in DaZhou City, which has experienced various disruptions affecting educational delivery. Understanding these leadership traits can enhance change management practices within the educational sector. Objectives: The research aimed to (1) assess the transformational leadership of school administrators under Phon Phet Sara Sin’s supervision and (2) compare these leadership qualities based on position, work experience, and school size.
Materials and Methods: A quantitative research design was employed, utilizing structured questionnaires as the primary data collection tool. The sample comprised 223 school administrators and teachers from Jiangling Town Central High School, selected through simple random sampling to achieve a 95% confidence level with a 0.05 margin of error. The questionnaire evaluated dimensions of transformational leadership, including idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Descriptive statistics (percentages, means, standard deviations) and inferential statistics (ANOVA) were applied for data analysis.
Results: The assessment indicated a high overall level of transformational leadership among administrators. Significant differences were noted based on administrative position and years of experience (p < .01), suggesting that more experienced administrators exhibit stronger transformational leadership qualities. Furthermore, individualized consideration demonstrated significant variance in three areas: ideological influence, inspiration, and stimulation of wisdom (p < .05). No significant differences in transformational leadership were found when comparing school sizes.
Conclusion: The findings underscore the significance of transformational leadership in managing sudden disruptions within educational contexts. Administrators displaying strong transformational leadership qualities can better inspire and motivate their teams during crises. Practical Recommendations: Professional development programs should focus on enhancing transformational leadership skills among school administrators, with particular emphasis on individualized consideration and inspiration. Schools should also provide mentorship opportunities for less experienced administrators to foster transformational leadership competencies. Future Research Directions: Further studies are encouraged to explore the long-term effects of transformational leadership on school performance during disruptions, as well as comparative analyses across different educational settings and regions to gain broader insights into effective leadership practices.
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