Leading with Vision in Vietnamese Education: How Transformational Leadership Shapes Professional Learning Communities Through the Lens of Female Educators

This study investigated the relationship between transformational leadership and Professional Learning Communities (PLCs) in Hanoi's public schools from the perspectives of female educators (school managers and teachers). Using stratified random sampling, data was collected via a questionnaire from 360 female participants (207 teachers, 141 vice-principals, 12 principals) across primary, secondary, and high schools. The research measured transformational leadership through three dimensions: Setting Direction (SD), Developing People (DP), and Restructuring Organization (RO), alongside PLC effectiveness using the PLCA-R instrument. Statistical analysis revealed high reliability across all scales (Cronbach's Alpha 0.891-0.937). Exploratory factor analysis confirmed the model's validity with KMO indices exceeding 0.9 and cumulative variance above 76% for independent and dependent variables. Pearson correlation analysis showed significant positive relationships between all transformational leadership dimensions and PLC effectiveness. Multiple regression analysis demonstrated that the three leadership dimensions explained 82% of PLC variance, with RO having the most substantial impact, followed by SD and DP. These findings highlight the crucial role of transformational leadership, particularly organizational restructuring, in enhancing professional learning communities within Vietnamese educational settings.