القيادة التحويلية والبيئة التعليمية في المدارس الثانوية الخاصة بمحافظة بيت لحم: دراسة مقطعية

This study investigated the relationship between transformational leadership and the educational environment in private secondary schools in Bethlehem Governorate, Palestine. A descriptive-analytical, cross-sectional survey design was employed. The population comprised 483 teachers, of whom 214 were selected through simple random sampling. Data were collected using a 55-item questionnaire measuring four transformational-leadership dimensions—idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation—and two educational-environment dimensions: human and non-human elements. Statistically significant item–dimension and dimension–total correlations supported construct validity, and the instrument demonstrated excellent internal consistency (Cronbach’s α = .971). The findings showed high levels of transformational leadership (M = 3.87, SD = .951), with inspirational motivation ranking first (M = 3.93), and educational-environment quality (M = 3.97, SD = .870), with human elements (M = 3.99) slightly exceeding non-human elements (M = 3.95). Transformational leadership was strongly associated with the educational environment (R = .864, R² = .746, adjusted R² = .745, p < .001). The four leadership dimensions jointly explained 75.2% of the variance, with intellectual stimulation producing the strongest unique standardized effect (β = .348). Gender differences were non-significant, whereas age, academic qualification, and teaching experience yielded significant small-to-moderate effects. Given the cross-sectional, self-reported design and absence of school-level identifiers, the findings indicate strong predictive relationships rather than causality. The study recommends integrated leadership development, participatory decision-making, individualized professional support, and sustained investment in inclusive digital and physical learning environments.