A model for the development of transformational leadership attributes for Cambodian public high school principals in Phnom Penh city

Abstract

This research-based work presents a proposed transformational leadership model for public high schools’ principals in Phnom Penh city of Cambodia. This study comprised two objectives: (1) explore the current and expected situations of principals’ transformational leadership in public high schools in Phnom Penh city; and (2) develop a model of transformational leadership attributes for Cambodian public high school principals in Phnom Penh city. The researcher conducted need assessment on the current and the expected situations of high school principals’ transformational leadership for the first stage of this study. The Multifactor Leadership Questionnaire (MLQ) of transformational leadership was used for developing the research instruments, which consist of a questionnaire and interview questions. The questionnaires were distributed to 369 teachers at 18 public high schools located in Phnom Penh city. The interview was conducted with 17 public high school principals or deputy principals and five experts to develop a model of transformational leadership attributes for Cambodian public high school principals in Phnom Penh city. A model of transformational leadership attributes was developed from both the questionnaire and interviews. The finding indicated individualized consideration has a favorable and significant impact on the teachers’ performance (PNIModified = 0.25). The priority of transformational leadership issues that need to be developed is acting as a role model, having the ability to inspire and motivate followers, challenging followers to come up with new ideas, enabling others to act through coaching and support, and building relationships with teachers and staff based upon trust and respect. These issues can be developed through five dimensions of a transformational leadership model for Cambodian public high school principals in Phnom Penh city.