Transformational Leadership and Educational Development in Seventh-Day Adventist Schools of The Central Malagasy Conference, Madagascar

Despite increased research interest in leadership of educational quality among developing countries, there are few documented studies on the transformational dynamics of religious school leadership in Africa, especially resource-constrained learning environments like Madagascar. This study examines the impact of transformational leadership on school educational development in Seventh-day Adventist (SDA) secondary schools in the Central Malagasy Conference of Madagascar. Using a mixed-methods approach, quantitative surveys (n=28) and qualitative interviews (n=34) assessed leadership style, teacher motivation, student performance, and adherence to Adventist educational philosophy. Quantitative findings showed a strong correlation between transformational leadership and academic achievement, with teacher motivation the strongest predictor (r = .658, β = .412, p = .016). The highest transformational leadership schools experienced 21% to 28% improvement across various indicators. Qualitative findings revealed four main themes: a shared inspiring vision, individualized support, shared governance, and addressing contextual challenges, including limited resources. Findings indicate that transformational leadership rooted in Malagasy values of service and cultural values improves teacher motivation, student achievement, and institutional growth, even if hampered by material constraints. However, the leadership effect is moderated by resource constraints, explaining 47.6% of unexplained variance. The study extends transformational leadership theory by demonstrating that changes are required in faith-based, communal, and resource-poor contexts. Practical recommendations are leadership development programs that embed transformational competencies in Adventist philosophy, institutional support mechanisms that reduce administrative workload, and policy systems that ensure leadership succession. This research contributes to the application of leadership theories from across the globe to African faith-based educational settings and provides evidence-based guidance for SDA educational leadership development.