Leadership Styles as Predictors of Job Involvement in Teachers

The aim of the present study was to examine the effect of perceived positive styles of leadership, that is, transformational and transactional leadership, on job involvement of 250 teachers (men = 146, women = 104) from public and private sector colleges and universities of the punjab province. multifactor leadership questionnaire (bass & avolio, 1994) and job involvement scale (kanungo, 1982) were used to measure study variables. analysis revealed that both transformational and transactional leadership styles and their subfacets had significant positive relation to job involvement. the results of multiple regression showed that two subfacets of transformational leadership that is, idealized influence (attributed) and intellectual stimulation and two subfacets of transactional leadership, that is, contingent reward and management by exception (active) were positive predictors of job involvement among teachers whereas management by exception (passive) was a negative predictor of job involvement. furthermore, the study also found that transactional leadership style was the stronger predictor of job involvement as compared to the transformational leadership style. nonsignificant differences in terms of gender were observed among teachers for effects of leadership styles on their job involvement.