Accountability of teachers: does it invigorate transformational leadership in schools?
This quantitative study was conducted to explore teachers’ accountability and their transformational leadership in schools. Data were collected from 150 private English medium school teachers of Vadodara City, Gujarat State, India. Teacher Transformational Leadership Questionnaire (TTLQ) with a re...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2018
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| Online Access: | http://journalarticle.ukm.my/13640/ http://journalarticle.ukm.my/13640/1/17985-89728-1-PB.pdf |
| _version_ | 1848813333899116544 |
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| author | Mammen, Jaison Pushpanadham, Karanam |
| author_facet | Mammen, Jaison Pushpanadham, Karanam |
| author_sort | Mammen, Jaison |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | This quantitative study was conducted to explore teachers’ accountability and their transformational leadership in
schools. Data were collected from 150 private English medium school teachers of Vadodara City, Gujarat State,
India. Teacher Transformational Leadership Questionnaire (TTLQ) with a reliability coefficient of .82 and Teacher
Accountability Questionnaire (TAQ) with a reliability coefficient of .79 were used for data collection. Descriptive
statistical techniques, Pearson correlation and linear regression were used to analyse the data. The results of the
study revealed that they exercise moderate accountability and moderate transformational leadership. It was also found
that teacher accountability significantly correlated with their transformational leadership and teacher accountability
attribute was a positive predictor of teacher transformational leadership. The findings of the study asserted that higher
teacher accountability contributes to higher transformational leadership, which in turn influences students' learning
outcome and help them accomplish their educational resolves. The finding of this study is relevant for educational
policymakers, head of the schools and teachers, as it will help them to investigate the ways and means to nurture these
attributes, to enhance both teaching and learning in schools in a caring environment. |
| first_indexed | 2025-11-15T00:16:32Z |
| format | Article |
| id | oai:generic.eprints.org:13640 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:16:32Z |
| publishDate | 2018 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:136402019-11-19T21:17:31Z http://journalarticle.ukm.my/13640/ Accountability of teachers: does it invigorate transformational leadership in schools? Mammen, Jaison Pushpanadham, Karanam This quantitative study was conducted to explore teachers’ accountability and their transformational leadership in schools. Data were collected from 150 private English medium school teachers of Vadodara City, Gujarat State, India. Teacher Transformational Leadership Questionnaire (TTLQ) with a reliability coefficient of .82 and Teacher Accountability Questionnaire (TAQ) with a reliability coefficient of .79 were used for data collection. Descriptive statistical techniques, Pearson correlation and linear regression were used to analyse the data. The results of the study revealed that they exercise moderate accountability and moderate transformational leadership. It was also found that teacher accountability significantly correlated with their transformational leadership and teacher accountability attribute was a positive predictor of teacher transformational leadership. The findings of the study asserted that higher teacher accountability contributes to higher transformational leadership, which in turn influences students' learning outcome and help them accomplish their educational resolves. The finding of this study is relevant for educational policymakers, head of the schools and teachers, as it will help them to investigate the ways and means to nurture these attributes, to enhance both teaching and learning in schools in a caring environment. Penerbit Universiti Kebangsaan Malaysia 2018-11 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/13640/1/17985-89728-1-PB.pdf Mammen, Jaison and Pushpanadham, Karanam (2018) Accountability of teachers: does it invigorate transformational leadership in schools? Jurnal Pendidikan Malaysia, 43 (2). pp. 29-35. ISSN 0126-6020 / 2180-0782 http://ejournal.ukm.my/jpend/issue/view/1124 |
| spellingShingle | Mammen, Jaison Pushpanadham, Karanam Accountability of teachers: does it invigorate transformational leadership in schools? |
| title | Accountability of teachers: does it invigorate transformational leadership in schools? |
| title_full | Accountability of teachers: does it invigorate transformational leadership in schools? |
| title_fullStr | Accountability of teachers: does it invigorate transformational leadership in schools? |
| title_full_unstemmed | Accountability of teachers: does it invigorate transformational leadership in schools? |
| title_short | Accountability of teachers: does it invigorate transformational leadership in schools? |
| title_sort | accountability of teachers: does it invigorate transformational leadership in schools? |
| url | http://journalarticle.ukm.my/13640/ http://journalarticle.ukm.my/13640/ http://journalarticle.ukm.my/13640/1/17985-89728-1-PB.pdf |