The Influence of Transformational Leadership on Teacher Job Satisfaction and Retention in American Schools in Sharjah

Abstract

This study examines the influence of transformational leadership on teacher job satisfaction and retention in American schools in Sharjah by using a mixed-methods research methodology to capture both broad statistical patterns and detailed qualitative insights. A survey examining 29 teachers' opinions of transformational leadership methods, work satisfaction, and retention intentions was conducted in a variety of American schools in Sharjah as part of the quantitative component. Semi-structured interviews with school leaders, namely an academic head, vice-principal, and principal, were used for the qualitative component to learn more about their opinions on transformational leadership techniques and how they affect teachers. Key elements like emotional support, opportunities for professional development, and ethical leadership emerged as significant predictors of retention, and the quantitative data showed a strong positive correlation between transformational leadership practices and teacher job satisfaction. In addition, the qualitative data highlighted particular leadership behaviours that were thought to be crucial for creating a happy work environment and lowering turnover intentions. Collectively, these results highlight how important transformational leadership is in fostering welcoming, encouraging, and inspiring school environments that raise teacher commitment and satisfaction. This study adds to a better understanding of leadership dynamics in various educational settings by placing leadership strategies within the distinctive organisational and cultural context of Sharjah. It also provides useful suggestions for promoting teacher retention and job satisfaction.