The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels

OpenAlex İngilizce

This study explores the transformational leadership behaviours of principals in project schools and their influence on teachers' individual innovativeness. Conducted with 351 teachers from project schools in Çankaya, Ankara, during the 2023-2024 academic year, the study utilized the Transformational Leadership Scale (Taş & Çetiner, 2011) and the Individual Innovativeness Scale (Ovacı & Saatçi, 2020). Data were analysed using SPSS 22, employing descriptive statistics, correlation, and regression analyses. The results reveal that teachers perceive principals as frequently exhibiting transformational leadership behaviours, while teachers’ innovativeness is rated as “good.” Female teachers reported higher levels of individual innovativeness compared to male teachers, although there was no significant gender difference in perceptions of leadership behaviours. Variables such as age, education, seniority, and time working with the principal showed no significant impact. However, fine arts teachers had higher perceptions of principals’ transformational leadership behaviours compared to teachers in other branches. Finally, transformational leadership behaviours of principals were found to significantly predict the individual innovativeness levels of teachers. These findings indicate that transformational leadership positively affects teachers’ capacity to generate and implement new ideas. Therefore, fostering supportive and trust-based school cultures, encouraging collaboration across disciplines, and providing principals with opportunities for professional development and mentorship can further strengthen innovation. Promoting transformational leadership and valuing every teacher’s potential may create sustainable environments that nurture creativity and continuous improvement in education.