THE ROLE OF TRANSFORMATIONAL LEADERSHIP IN ENHANCING TEACHERS' SELF-EFFICACY AND TEACHING PERFORMANCE IN PAKISTANI EDUCATIONAL INSTITUTIONS

Abstract

This study investigates the mediating role of self-efficacy in the relationship between transformational leadership and teaching performance. Data were collected from 158 participants across 28 educational institutions in Pakistan and analyzed using regression techniques. Findings reveal that transformational leadership significantly predicts teaching performance, with self-efficacy serving as a key mediator in this relationship. The study is limited by its cross-sectional design and focus on the Rawalpindi/Islamabad region, which may affect generalizability across Pakistan. Despite a relatively small sample size, the results provide valuable insights into an underexplored area in Pakistan, highlighting how self-efficacy enhances the impact of transformational leadership on teaching effectiveness.