The Role of Relational and Motivational Traits of Transformational School Leaders on Learners’ Academic Performance: A Pragmatic Approach

Abstract

Previous studies, in various settings, have shown that Transformational leaders are more effective, higher performers, more promotable, and more interpersonally sensitive (Rubin, Munz, & Bommer, 2005), quoted in (Ogola & Sikalieh, 2017). This study examines the extent to which transformational leadership practices, among headteachers in Central Province, Zambia, particularly how relational and motivational traits affect learners’ academic performance in secondary schools. Using a convergent parallel mixed-methods design, the research combined quantitative data from the Multifactor Leadership Questionnaire with qualitative insights from open-ended teacher responses to the questionnaire during data analysis. The study used a sample of 309, arrived at, after randomized sampling and purposive sampling. Multiple linear regression analysis revealed that two dimensions, Individualised Consideration (β = 0.220, p = 0.041) and Inspirational Motivation (β = 0.358, p = 0.040), were statistically significant predictors of learner academic performance. These findings suggest that headteachers who demonstrate empathy, personal attention, and motivational engagement positively impact academic outcomes. Qualitative data reinforced these results, with teachers expressing admiration for headteachers’ commitment, inclusivity, and ability to inspire unity. Divergent views came from other dimensions of Intellectual Stimulation and Idealised Influence that showed no significant effect and were associated with mixed perceptions, including hesitancy in decision-making and resistance to change. The study concluded that relational and motivational leadership traits were most influential in enhancing learner performance. The findings underscore the pedagogical and systemic value of leadership styles that empathise, encourage, and offer individualised support. The study implications are discussed.