Transformational Leadership, Technological Competence and Teachers' Performance

This study evaluated the extent of transformational leadership and technological competencies of school teachers in selected universities in China. The study further formulated a policy program that ensured the practice of transformational leadership in the involved institutions. It made use of a quantitative research design. More specifically, the study utilized a descriptive-comparative-correlational research design to gather data and further process, analyze, and interpret these. This research was conducted among three (3) selected universities in Hunan Province of China. The Universities are Hunan International Economic University, Hunan Normal University, and Hunan University. The study was conducted among 186 teachers selected from a population of 357. Several statistical tools such as frequency count and percentage, weighted mean, standard deviation, t-test and ANOVA, and Pearson’s Correlation was used for the data analysis. Based on the study findings, the majority of the teachers are between 31-40 years old, mostly males, with mostly 16-20 years of teaching experience, and are mostly post-graduates. In the assessment of the transformational Leadership of the superiors, the evaluation showed that the superiors possess a higher level of individualized consideration, followed by idealized influence, then intellectual stimulation, and inspiration motivation. In the assessment of the difference in transformational leadership based on age, the finding suggests that the mean assessment of all the age groups are similar, indicating a balanced distribution of the respondents based on age in individualized consideration, inspiration motivation, and idealized influence. The assessment on technological competence show that the highest dimension is the technological pedagogical knowledge, followed by technological content knowledge, and the technological knowledge. A significant relationship exists between technological leadership, technological competency, and the performance of the teacher superiors. This relationship entails that a transformational leadership practice among the superiors influences the level of technological competency and the performance of the teachers.