EXPLORING TRANSFORMATIONAL LEADERSHIP FOR SCHOOL IMPROVEMENT: A SYSTEMATIC REVIEW OF TS25 PRIMARY SCHOOL ADMINISTRATION

Abstract

In In the context of TS25 schools, which prioritize high-quality instruction and ongoing growth, transformational leadership has become a crucial component in boosting school progress. The components of transformational leadership that primary school administrators need to oversee teachers and advance their institutions successfully are thoroughly reviewed in this paper. To reach expert consensus on the essential components of leadership training for TS25 school administrators, the study uses a quantitative descriptive methodology and the Fuzzy Delphi Method (FDM). By transforming Likert scale replies into fuzzy scales, FDM incorporates fuzzy set theory into traditional Delphi techniques. Three essential values—minimum, most reasonable, and maximum—are produced by these scales and are chosen by professionals to identify crucial components of leadership. The quantitative descriptive approach is chosen for its capacity to accurately depict the realities of leadership requirements and its empirical accountability. By employing this method, the study collects structured, data-driven insights from a broader sample of primary school teachers. The findings are analyzed using SPSS 3.0 to enhance reliability and precision. This systematic review identifies essential transformational leadership elements, supporting principals in optimizing their leadership practices to meet the needs of TS25 schools and promoting educational excellence.