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The Relationship between Transformational Leadership, Educators’ Confidence in their Heads of Schools and Educators’ Dedication at Work in Secondary Schools of Mauritius

Codaboccus Mohammud Khalil Ibrahim

Article ID: 1586
Vol 7, Issue 2, 2022, Article identifier:

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Abstract

In Mauritian secondary schools (colleges), very limited studies exist regarding the influence of transformational leadership applied by rectors on educators’ trust in their leaders and their degree of commitment to their work. Objectives: to determine (a) (i) the levels of transformational leadership applied by rectors of secondary schools in Mauritius, (ii) the degree of trust of these educators in their rectors, (iii) the degree of educators’ commitment to their duties; (b) the relationship and influence of transformational leadership applied by schools leaders over (i) educators’ trust in their rectors, (ii) educators’ degree of commitment toward their work; (c) the existence of any relationship between educators’ trust and their commitment toward their duties. Method: Data was collected from 394 respondents across Mauritius during December 2022 using simple random sampling through an online survey. Analysis on SPSS 25 was carried out for correlations. Results: All three variables’ levels were rated as “high” and were significantly and positively correlated: (i) there was a significant positively moderate correlation between the level of transformational leadership applied in colleges and the degree of educators’ trust in their heads of schools; (ii) there was a significant positively low correlation between the level of transformational leadership applied in colleges and the degree of educators’ commitment to their work. Additionally, it was found that there was a significant positively weak correlation between the degree of educators’ trust in their heads of schools and the degree of educators’ commitment to their work.

Keywords

Transformational leadership; Teacher trust; Teacher confidence; Teacher work commitment; Teacher dedication; Secondary schools

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DOI: https://doi.org/10.18063/esp.v7.i2.1586
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