The Impact of Transformational Leadership on Teacher Performance: A Study of Professional Learning Communities

Abstract

This study aims to explore the role of Professional Learning Communities (PLCs) as a mediator between transformational leadership and teacher performance. The research employs a quantitative approach, utilizing data collection instruments to survey 408 teachers chosen through random sampling techniques. The collected data is analyzed using the Structural Equation Modeling (SEM) test with Partial Least Squares (PLS). The findings indicate that transformational leadership significantly influences both PLCs and teacher performance. Additionally, PLCs demonstrates a positive impact on teacher performance and serves as a partial mediator in the relationship between transformational leadership and teacher performance. These results highlight the crucial role of PLCs in enhancing the effectiveness of transformational leadership in educational settings.