Practices of Transformational Leadership in Developing Organizational Culture at Secondary Level in Sindh

The standard of education and performance in Government secondary schools in Sindh has declined over the years, largely due to ineffective school leadership. Headmasters have not fulfilled their roles as transformational leaders or change agents. This study was conducted to investigate the transformational leadership roles of headmasters and their impact on school performance in Sindh's public secondary schools. The research focused on six parameters: four related to transformational leadership—Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individual Consideration—and two concerning school performance—Effective Classroom Practice and Collaborative School Culture. A radical humanistic approach guided the research philosophy, utilizing a quantitative methodology. Stratified sampling was employed to select participants from all public secondary schools in Larkana district, ensuring representation of the overall population's homogeneity. Data were gathered using a five-point Likert scale questionnaire and analyzed with SPSS through descriptive statistics and exploratory factor analysis. The concrete findings emerged that most of the headmasters are not acting as transformational leaders or change agents, though a few have demonstrated significant progress in their schools over a short period. A small proportion of headmasters, appointed through the commission, exhibited transformational leadership qualities, distinguishing them as change agents. This research greatly enriches the literature on leadership practices and offers recommendations for policymakers, educational leaders, headmasters, and future researchers.