International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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The Extent to which Transformational Headteachers influence Learner Academic Performance in Catholic Secondary Schools.

Author(s) Dr. Gladys Mwansa Matandiko
Country Zambia
Abstract This study sought to investigate the extent to which transformational headteachers influence learner academic performance in selected Catholic secondary schools in Zambia. Grounded in transformational leadership theory, the study examined how headteachers articulate a clear vision to their teachers and help them experience the same passion and motivation to fulfil educational goals. These school leaders serve as role models for their teachers. And because teachers trust and respect them, they emulate them and internalise their ideals, which influence academic outcomes. Using a quantitative research approach, data were collected from a sample of Catholic secondary schools across the Central Province of Zambia through surveys among teachers and academic performance records of learners. The findings reveal a significant positive correlation between transformational leadership traits and improved learner achievement in schools where headteachers actively foster a culture of collaboration, high expectations, and moral integrity. The study brought out a unique educational value system that may have shaped Catholic School leadership practices closely aligning them with the Transformational leadership style dimensions of …. And …. The study underscored the need for professional development to enhance transformational competencies among school leaders in environments where academic performance was compromised. Implications for policy, transformational leadership training, and future research are recommended.
Keywords Transformational, idealised influence, Inspirational Motivation, Intellectual Stimulation, Individualised consideration.
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-02
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.56918
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E-ISSN 2582-2160
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