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Transformational Leadership, Teachers’ Motivation, and Instructional Effectiveness: Integrating Teacher Mental Health into a Professional Development Program
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(1) Greenville College
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Abstract
This study examined the relationships among transformational leadership practices, teachers’ motivation, and instructional effectiveness. Using a descriptive-correlational design, data were gathered through a modified survey anchored in Transformational Leadership Theory and Self-Determination Theory. Results indicated that principals’ transformational leadership practices were generally practiced, with strengths in ethical leadership, role modelling, and individualized consideration, and relatively lower emphasis on intellectual stimulation. Teachers reported motivated levels across autonomy, competence, and relatedness, while instructional effectiveness was rated effective overall, with comparatively lower areas in instructional delivery and assessment use. Significant positive relationships were found among leadership, motivation, and instructional effectiveness, with motivation partially mediating the leadership–effectiveness link. The proposed PDP incorporates leadership development and instructional improvement alongside mental health supports (stress management, psychological safety, and referral mechanisms) to strengthen teacher motivation and sustainable instructional effectiveness.
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References
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