Journal of Education and Psychology

Abstract

Transformational approaches to leadership have increasingly been advocated for schools while transactional leadership still has been widely practiced by the principals for the purpose of an exchange of valued things with the teachers. Using a meta-analysis technique, this study investigated the overall relationships of both transformational and transactional leadership with teacher’s job satisfaction. Data were collected from 18 independent studies from 1995 to 2005. The major findings of this study are as following: 1. The positive relationships between transformational leadership and teacher’s job satisfaction did exist while the response rate of survey was found as a significant moderator. 2. The contingent rewards and active management by exception of transactional leadership had the positive relationships with the teacher’s job satisfaction while the number of subjects, the research areas, and school level were found as the significant moderators. 3. Since the passive management by exception of transactional leadership was not found to have significant relationships with the teacher’s job satisfaction with the possibility of the limited studies selected in this study, future researches were suggested to do the further clarification. 4. Compared to transactional leadership, the transformational leadership behaviors of principal were found to have stronger positive correlations with the teacher’s job satisfaction.

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