The Effect of Transformational Leadership Behaviours among Public School Managers on Teachers’ self-efficacy in Egypt

Purpose The aim of this study was to examine the effects of transformational leadership behaviours of primary school managers on teacher self-efficacy in the context of public schools in Egypt. Design/methodology/approach – This study was descriptive and was conducted using "crosssectional survey" design. Correlation and regression were used in the analysis of the data. Findings – the results showed that the school managers' transformational leadership behaviours had a positive relationship with teachers' selfefficacy. The results of the significance of regression coefficients indicates that the dimensions of transformational leadership, namely encourage the heart, inspire a shared vision, enable others to act, and challenge the process significantly affect teachers' self-efficacy. Model the way influenced teacher self-efficacy but not to a significant level. Research limitations/implications – the findings of this study have significant implications for professional development programs in Egypt. The results suggest the need for preparing school managers on how to motivate their teachers to fulfill the school vision by setting the example, motivating, and inspiring them to perform better. Originality/value – The contribution of this study resides in two areas. Firstly, given the scarcity of research on the leadership styles, this study seeks to develop the knowledge base on transformational form of leadership within Egyptian context. Secondly, it is hoped this study will contribute to diversify the global knowledge in educational management. The Effect of Transformational Leadership Behaviours among Public School Managers on Teachers’ self-efficacy in Egypt The Effect of Transformational Leadership Behaviours among Public School Managers on Teachers’ self-efficacy in Egypt