Transformational Leadership as a Catalyst for Professional Development Among Teachers in Self-Financing Colleges

Abstract

This study explores workplace transformation in teaching at self-financing colleges, emphasizing the necessity for lifelong learning in a rapidly changing world, further accelerated by the COVID-19 pandemic. It examines transformational leadership through the 4I model—Idealized Influence, Intellectual Stimulation, Individual Consideration, and Inspirational Motivation—by surveying 78 lecturers in the Alleppey district using questionnaires. An Exploratory Factor Analysis (EFA) identified underlying factors, resulting in a 21-item Transformational Leadership Inventory (TLI). The findings indicate significant variation in the demographic profiles of respondents concerning transformational leadership, statistically significant at the 5% level. The study reveals that workplace transformation among teachers can be explained by the four dimensions of the 4I model, validating the TLI as an effective tool for assessing transformational leadership in self-financing colleges. This research provides educational leaders with insights to guide their leadership style choices, ultimately enhancing the effectiveness of educational leadership.