Impact of Instructional Leadership and Transformational Leadership on Teachers’ Performance in Special and Inclusive Education Institutions in Bangladesh

This study examines the impact of instructional leadership and transformational leadership on teachers‟ performance in special and inclusive education institutions in Bangladesh. In the context of increasing diversity in classrooms and growing demand for inclusive education, effective leadership plays a critical role in enhancing teachers‟ performance and institutional effectiveness. The study focuses on two key leadership approaches-Instructional Leadership (ITL) and Transformational Leadership (TFL)-and evaluates their influence on Teachers‟ Performance (TCP). A quantitative research approach was adopted, using a structured questionnaire to collect primary data from 568 teachers working in special and inclusive education institutions across Bangladesh. The data were analyzed using SPSS, employing descriptive statistics, reliability analysis, exploratory factor analysis, and multiple regression analysis to test the proposed hypotheses. The findings reveal that both instructional leadership and transformational leadership have a positive and statistically significant impact on teachers‟ performance. Instructional leadership demonstrates a stronger influence (β = 0.506, t = 13.908, p < 0.001), indicating that practices such as instructional supervision, curriculum coordination, and academic guidance play a crucial role in enhancing teaching effectiveness. Transformational leadership also shows a significant positive effect (β = 0.345, t = 8.982, p < 0.001), highlighting the importance of motivation, vision, and individualized support in improving teachers‟ performance. The model explains 58.2% of the variance in teachers‟ performance (R² = 0.582), suggesting a strong explanatory power. The study contributes to existing literature by providing empirical evidence from a developing country context, particularly within special and inclusive education institutions where research remains limited. The findings offer practical implications for educational leaders, policymakers, and administrators to adopt a balanced leadership approach that integrates both instructional and transformational practices. Such integration can significantly enhance teachers‟ performance and support the effective implementation of inclusive education in Bangladesh.