Teachers' Perceptions About the Role of Transformative School Leaders inDeveloping Teachers' Professional Competence

Abstract

Introduction: Over the past decade, there has been growing concern within contemporary educational discourse over the role of transformative leadership in developing the professional competence of teachers. Transformative leaders steer schools toward appropriate academic goals but also play a crucial role in providing opportunities for teacher growth and development. To this end, this study aims to explore what the teachers perceive the input of transformative school leaders to be toward their own development by creating a conducive learning environment.

Methodology: Data was collected from teachers using in-depth interviews using a qualitative approach.

Findings: Transformational leadership has a significant role in the teaching professional competence influence through mentorship, articulation of a clear and inspiring vision, encouraging a collaborative and supportive work environment.  Transformational leaders encourage reflective practices, professional learning communities’ development and provides
constructive feedback. Moreover, the study accepted the fact that leadership facilitates an encouragement to a teacher toward innovation and adoption of new practice.

Implications: The state of schools has to implement the above models and strategies of leadership in practice that support professional development in the service of teachers and help promote a culture of lifelong learning.

Keywords: Transformative leadership, professional competence, teacher development, mentorship, collaborative learning, school leadership