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Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2016 = 6.17, www.srjis.com UGC Approved Sr. No.45269, JULY-AUG 2017, VOL- 4/35

A RELATIONAL STUDY OF TRANSFORMATIONAL LEADERSHIP BEHAVIOUR OF SCHOOL PRINCIPALS AND THE SCHOOL CLIMATE IN HARYANA Ranjeet Singh Research Scholar, Department of Education, Chaudhary Devi Lal University, Sirsa, Haryana

Purpose – The purpose of this paper is to relate the transformational leadership behaviour of Principles with School climate in Haryana. Design/methodology/approach – The Multifactor Leadership Questionnaire was used to assess the transformational and transactional leadership styles of principals. Climate data were obtained by using the School Climate self made questionnaire. The author surveyed 160 principals from secondary schools in Haryana. Findings: Results revealed that there is significant positive relationship between transformational leadership behaviour of Principles with School climate. It was found that transformational leadership has an effect on five dimensions of school climate (Teacher’s Supportive Environment, Academic and Professional Relationship, Social Support for Students, Teaching and Learning, Safety and Comfort. Research implications: This study offers some insight into how the principal's leadership style may enhance the school climate with reference to its different dimensions. Research limitations: The study was delimited to only two variables: Transformational Leadership Behavior and School Climate. The study was conducted on principals of senior secondary schools. Key terms: Transformational Leadership, School Climate, Principals, Teacher’s Supportive Environment, Academic and Professional Relationship, Social Support for Students, Teaching and Learning, Safety and Comfort

Scholarly Research Journal's is licensed Based on a work at www.srjis.com Introduction: Educational Leadership has been one of the most significant and major concerns in ancient to modern education system. School Principal is chief highly responsible for school effectiveness or performance and the design of school climate as one of the initial factors of achievement. Bass, 1985; Bass and Avolio, 1990, 1994 had given the model of Transformational and Transactional leadership. Within the conceptual framework of the transformational, the major objective of the paper is to explore the relationship between senior secondary school principal’s transformational leadership style and school climate. Education is the key to face the challenges of modern world for every nation. Education in the form of teaching learning formally stars from the school. The environment of the school plays a significant role in the all round development of the students. A supportive and secure environment is conducive to develop all abilities and skills of the students and a healthy school environment depends upon the principals of the school. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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Principal is a leader in school surroundings and his/her behaviour has significance for school climate. So in this regard a principal should have good communicational and leadership skills. Leadership behaviour is of many types but in the present paper only transformational leadership of the school principals has been taken with regard to school climate and its different aspects. Review of Literature: Moolenaar, Daly & Sleegers (2010) in findings indicated that transformational leadership was positively associated with schools’ innovative climate and more principals were sought for professional and personal advice, and the more closely connected they were to their teachers, the more willing teachers were to invest in change and the creation of new knowledge and practices. Ross& Gray (2006) reported that Transformational leadership had an impact on the collective teacher efficacy of the school; teacher efficacy alone predicted teacher commitment to community partnerships; and transformational leadership had direct and indirect effects on teacher commitment to school mission and commitment to professional learning community. Transformational leadership motivates people to achieve unexpected or remarkable results. It gives teachers autonomy over specific issues. Aydın Balyer (2012) identified that Transformational leadership of school principals ‘has four major characteristics as idealized influence (leader’s behaviour and the follower’s attributions about the leader). Inspirational motivation refers the transformational leader who acts as a model for subordinates, communicates a vision, motivate and inspire their subordinates. In individualized consideration the leader endeavour to treat each individual as a special person and The leader coaches and mentors the individual to develop their potential. Miskel and Ogawa (1988) focussed that school climate is based on faculty-principal relations and personal interactions with the relative presence of consideration

and

Prater(2011);Snowden

initiation &

structure.

Gorton(1998);

Leithwood

Hallinger

(1994);

Heck(1998)

Valentine suggested

& that

transformational leadership is most appropriate approach for qualitative improvement and principals ma reinforce positive norms and values in their daily work, the words that they use, as well as the relations that they have with others and they have in shaping school climate to successfully promote student performance and professional development. Blatt (2002) found a statistically significant positive relationship between transformational leadership and school climate. Clabough (2006) found that a principal’s leadership style has an significant impact on school climate. Mc Carley (2012)described that results

from quantitative analysis

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leadership and three components of school climate. In this paper transformational leadership is concerned with school climate has an effect on five aspects of school climate (Teacher’s Supportive Environment, Academic and Professional Relationship, Social Support for Students, Teaching and Learning, Safety and Comfort. Research Question 1. Do Transformational Leadership of principals and School Climate are related to each other? 2. Do Transformational Leadership of principals and different dimensions of School Climate are related to each other? Research Objectives 1. To know the effect of Transformational Leadership Behaviour on School Climate and its different dimensions. 2. To explore the significant predictor of school climate in relation to transformational leadership. 3. To frame implications for institutions and head of the school or college to improve their present environment of the organization. Operational Definition of Terms 1. Transformational Leadership: it refers to the leadership style of school principals that inspires and motivates followers (teachers & students) to demonstrate commitment to a shared vision. 2. School Climate: school climate refers to sum of values, cultures, safety practices, and organizational structures within a school that cause it to function and react in particular ways. Relationships among administrators, principals, teachers, parents, and students contribute to school climate. 3. Teacher’s Supportive Environment: teachers support each other and also provide help and support to the students to sort out their academically and non- academically problems. 4. Academic and Professional Relationship: it refers to the good relationships between students and staff. In addition to this good relationship among staff and their relationship with principal. 5. Social Support for Students: social support refers to socialisation of the students in school environment. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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6. Teaching and Learning: it refers to the academic activities of the school which includes teaching learning material, teaching methods and academic progress of the students. 7. Safety and Comfort: it is related to security of the students in the school

and

comfortable sitting arrangements and ventilated classrooms in the school. Methodology of the Study 1. Method: A descriptive survey research method was used in this study and is suitable for present investigation. 2. Population: The population for the present research consisted of all school principals of senior secondary level in the state of Haryana. 3. Sample and Sampling Technique: Random sampling technique was used by the investigator to select a representative sample. The sample consisted of 160 senior secondary school principals from Haryana state. 4. Research instruments: 1. Leadership Behavior : S.N.Dubey. Multifactor Leadership Questionnaire (MFLQD)-L AND R FORMS Hindi ( It is based on Bass and Avolio Multifactor Leadership Questionnaire form 5 X short. 2. School Climate: This tool was developed by the investigator with the help of supervisor. Analytical procedures, Results and Discussion Research Question 1. Do Transformational Leadership of principals and School Climate are related to each other? Hypothesis: There is no significant effect of Principals Transformational Leadership Behaviour on School Climate. Interpretations of Results Table 1. Showing correlation between Principals Transformational Leadership Behaviour and School Climate Correlations Variables TFLB

TFLB SC Pearson Correlation 1 .506** N 160 160 SC Pearson Correlation .506** 1 N 160 160 **. Correlation is significant at the 0.01 level (2-tailed).

A Pearson product-moment correlation coefficient was computed to assess the relationship between the Principalâ€™s Transformational Leadership and School Climate. There was found Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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positive correlation between the Transformational Leadership and School Climate, r = .509, n = 160. In other words when the Transformational Leadership is high the School Climate becomes more conducive. Table 2 showing Regression Model Summary between Principals Transformational Leadership Behaviour and School Climate. Model Summary Model R

R Square

Adjusted Square .251

1 .506 .256 a. Predictors: (Constant), TFLB

R Std. Error of the Estimate 9.573

Table no.2 represents the value of R, R square in case of criterion variable School Climate and independent variable Transformational Leadership Behaviour. Results revealed that 25 percent variation of independent variable is explained that Transformational Leadership Behaviour of Principal affects School Climate. Table depicts that Principals Transformational Leadership Behaviour has significantly contributed to School Climate. Table 3 showing Analysis of Variance between Principals Transformational Leadership Behaviour and School Climate. ANOVA Model Sum of Squares 1 Regression 4980.521 Residual 14479.879 Total 19460.400 a. Predictors: (Constant), TFLB b. Dependent Variable: SC

Df 1 158 159

Mean Square 4980.521 91.645

F 54.346

Sig. .000

Table no.3 shows the value of F test 54.346 which is significant because it is greater than the table value for 158 degrees of freedom. Above table indicated that the regression model predict the dependent variable significantly well. It also indicates that School Climate is linearly

with

Principals

Transformational

Leadership

Behaviour.

The

Transformational Leadership Behaviour of Principals significantly affects the School climate. Table 4 showing Coefficients between Principals Transformational Leadership Behaviour and School Climate Coefficientsa Model

Unstandardized Coefficients B

(Constant) TFLB

89.669 .836

Std. Error 7.591 .113

Standardize d Coefficients Beta

.506

Sig.

11.813 .000 7.372 .000

a. Dependent Variable: SC Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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An inspection of individual predictors revealed that Transformational Leadership Behaviour (Beta=.506, p<.000) is the significant predictor of School Climate. Research Question 2. Do Transformational Leadership of principals and different dimensions of School Climate are related to each other? Hypothesis: There is no significant effect of Principals Transformational Leadership Behaviour on Teachers’ Supportive Environment (TSE) dimension of School Climate. Table 5. showing correlation between Principals Transformational Leadership Behaviour and Teachers’ Supportive Environment (TSE) dimension of School Climate. Correlations Variables TFLB

TFLB Pearson Correlation 1 N 160 TSE Pearson Correlation .432** N 160 **. Correlation is significant at the 0.01 level (2-tailed).

TSE .432** 160 1 160

A Pearson product-moment correlation coefficient was computed to assess the relationship between the Transformational Leadership Behaviour and Teacher Supportive Environment aspect of School climate. a positive correlation is found .between the two variables, r = .432, n=160 which is significant at 0.01 level of significance. Table 6. showing Regression Model Summary Principals Transformational Leadership Behaviour and Teachers’ Supportive Environment (TSE) dimension of School Climate. Model Summary Model R

R Square

Adjusted R Std. Error of Square the Estimate .182 5.143

1 .432a .187 a. Predictors: (Constant), TFLB

Table no.6 represents the value of R, R square in case of criterion variable Teachers’ Supportive Environment and independent variable Transformational Leadership Behaviour. Results revealed that 18 percent variation of independent variable is explained that Transformational

Leadership

Behaviour

Principal

affects

Teacher

Supportive

Environment. Table depicts that Principals Transformational Leadership Behaviour has contributed to create teacher supportive environment in the school.

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Table 7. showing Analysis of Variance Principals Transformational Leadership Behaviour and Teachers’ Supportive Environment (TSE) dimension of School Climate. ANOVAb Model

Sum of Df Squares 1 Regression 959.399 1 Residual 4179.295 158 Total 5138.694 159 a. Predictors: (Constant), TFLB b. Dependent Variable: TSE

Mean Square 959.399 26.451

Sig.

36.270

.000a

Anova table indicated that the overall regression model statistically significantly predict the outcome variable. The F value that is 36.270 which is found significant because it is greater than the table value for 158 degrees of freedom at 0.01 level. The Transformational Leadership Behaviour of Principals significantly affects the Teacher Supportive Environment. Table 8. showing Coefficients between Principals Transformational Leadership Behaviour and Teachers’ Supportive Environment (TSE) dimension of School Climate. Coefficientsa Model

Unstandardized Coefficients B Std. Error 1 (Constant) 33.518 4.078 TFLB .367 .061 a. Dependent Variable: TSE

Standardized Coefficients Beta .432

Sig.

8.219 6.022

.000 .000

An inspection of individual predictors revealed that Transformational Leadership Behaviour (Beta=.432, p<.000) is the significant predictor of Teacher Supportive Environment. Hypothesis: There is no significant effect of Principals Transformational Leadership Behaviour on Academic and Professional Relationship (APR) dimension of School Climate. Table 9. showing correlation between Principals Transformational Leadership Behaviour and Academic and Professional Relationship (APR) dimension of School Climate. Correlations Variabl es TFLB Pearson Correlation N APR Pearson Correlation N

TFLB

APR

.242**

160 .242**

160 1

160

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A Pearson product-moment correlation coefficient was computed to assess the relationship between Principals Transformational Leadership Behaviour and Academic and Professional Relationship dimension of School climate. The correlation is found .242 which is significant at 0.01 level of significance. Table 10. showing Regression Model Summary between Principals Transformational Leadership Behaviour and Academic and Professional Relationship (APR) dimension of School Climate. Model Summary Model

R Square

.242a

.059

Adjusted R Std. Error of Square the Estimate .053 6.340

a. Predictors: (Constant), TFLB Table no. 10 represents the value of R and R square in case of criterion variable Academic and Professional Relationship and independent variable Transformational Leadership Behaviour. Results revealed that .059 percent variation of independent variable is explained that Transformational Leadership Behaviour of Principal affects Academic and Professional Relationship. The results are in line with the common notion that Transformational Leadership Behaviour brings good results in teaching learning process. Table 11.showing Analysis of Variance between Principals Transformational Leadership Behaviour and Academic and Professional Relationship (APR) dimension of School Climate. ANOVAb Model

Sum of Squares

Regression 396.486 Residual 6351.514 Total 6748.000 a. Predictors: (Constant), TFLB b. Dependent Variable: APR

Df 1 158 159

Mean Square 396.486 40.199

Sig.

9.863

.002a

Table no.11 indicates that the regression model that was run to predict the outcome variable which is significantly well. Table depicts the F value that is 9.863 which is found significant because it is greater than the table value for 158 degrees of freedom at 0.01 level. It indicates that Academic and Professional Relationship is related with Principals Transformational Leadership Behaviour. It is concluded that there is significant effect of Principals Transformational Leadership Behaviour on Academic and Professional Relationship dimension of School Climate. Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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Table 12. showing Coefficients between Principals Transformational Leadership Behaviour and Academic and Professional Relationship (APR) dimension of School Climate. Coefficientsa Model

Unstandardized Coefficients B

(Constant) 36.540 TFLB .236 a. Dependent Variable: APR

Standardize d Coefficients Beta

Std. Error 5.027 .075

.242

Sig.

7.268 3.141

.000 .002

An inspection of individual predictors revealed that Transformational Leadership Behaviour (Beta=.242, p<.002) is the significant predictor of Academic and Professional Relationship. Hypothesis: There is no significant effect of Principals Transformational Leadership on Social Support for Students (SSS) dimension of School Climate. Table 13. showing correlation between Principals Transformational Leadership and Social Support for Students (SSS) dimension of School Climate. Correlations Variables TFLB

TFLB Pearson Correlation 1 N 160 SSS Pearson Correlation .340** N 160 **. Correlation is significant at the 0.01 level (2-tailed).

SSS .340** 160 1 160

A Pearson product-moment correlation coefficient was computed to assess the relationship between Transformational Leadership Behaviour and Social Support for Students. The correlation is found .340 which is significant at 0.01 level. There was found significant positive relationship between the two variables. Table 14. showing Regression Model Summary between Principals Transformational Leadership and Social Support for Students (SSS) dimension of School Climate. Model Summary Model R

R Square

1 .340a .115 a. Predictors: (Constant), TFLB

Adjusted R Std. Error of Square the Estimate .110

2.943

Table no.14 represents the value of R and R square in case of criterion variable Social Support for Students and independent variable Transformational Leadership Behaviour. In this case overall model explained

11 % of variance which was revealed to be statistically

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significant. Table depicts that Principals Transformational Leadership Behaviour has positive effect on the Social Support for Students in the school. Table 15. showing Analysis of Variance between Principals Transformational Leadership and Social Support for Students (SSS) dimension of School Climate. ANOVAb Model Sum of Squares Df Mean Square 1 Regression 178.628 1 178.628 Residual 1368.147 158 8.659 Total 1546.775 159 a. Predictors: (Constant), TFLB b. Dependent Variable: SSS

F 20.629

Sig. .000a

Table no. 15 depicts the F value that is 20.629 which is found significant because p value is greater than the table value for 158 degrees of freedom at 0.01 level. It indicates that Social Support for Students is related with Principals Transformational Leadership Behaviour. It is concluded that there is significant effect of Principals Transformational Leadership Behaviour on Social Support for Students dimension of School Climate. Table 16. showing Coefficients between Principals Transformational Leadership and Social Support for Students (SSS) dimension of School Climate. Coefficientsa Model

Unstandardized Coefficients B Std. Error 1 (Constant) 11.743 2.333 TFLB .158 .035 a. Dependent Variable: SSS

Standardized Coefficients Beta .340

Sig.

5.033 4.542

.000 .000

An inspection of individual predictors revealed that Transformational Leadership Behaviour (Beta=.340, p<.000) is the significant predictor of Social Support for Students. Hypothesis: There is no significant effect of Principals Transformational Leadership on Teaching & Learning(TL) dimension of School Climate. Table 17. showing correlation between Principals Transformational Leadership and Teaching & Learning (TL) dimension of School Climate. Correlations Variables TFLB

TFLB Pearson Correlation 1 N 160 TL Pearson Correlation .299** N 160 **. Correlation is significant at the 0.01 level (2-tailed).

TL .299** 160 1 160

A Pearson product-moment correlation coefficient was computed to assess the relationship between the Transformational Leadership Behaviour and Teaching and Learning (TL) Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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dimension of School Climate. The Teaching and Learning (TL) dimension builds the School Climate. It is found significant positive correlation between the two variable r=.299,n=160. Table 18.showing Regression Model Summary between Principals Transformational Leadership and Teaching & Learning (TL) dimension of School Climate. Model Summary Model R R Square

Adjusted R Square

1 .299a .090 .084 a. Predictors: (Constant), TFLB

Std. Error of the Estimate 1.928

The overall model explained the .090 percent of the variance which is to be statistically significant. Table depicts that Principals Transformational Leadership Behaviour has positive effect on the Teaching and Learning process for students in the school. Table 19. showing Analysis of Variance between Principals Transformational Leadership and Teaching & Learning (TL) dimension of School Climate. ANOVAb Model 1

Sum Squares 57.868

of Df

Regressio n Residual 587.326 Total 645.194 a. Predictors: (Constant), TFLB b. Dependent Variable: TL

Mean Square 57.868

Sig.

15.567

.000 a

158 159

3.717

Table no. 19 depicts the F value that is 15.567 which is found significant because p value is greater than the table value for 158 degrees of freedom at 0.01 level. It indicates that Teaching and Learning process for students is related with Principals Transformational Leadership Behaviour. It is concluded that there is significant effect of Principals Transformational Leadership Behaviour on Teaching and Learning (TL) for students dimension of School Climate. Table 20. showing Coefficients between Principals Transformational Leadership and Teaching & Learning (TL) dimension of School Climate. Coefficientsa Model

Standardized Coefficients Beta

(Constant)

Unstandardized Coefficients B Std. Error 5.104 1.529

TFLB

.090

.299

.023

Sig.

3.339

.001

3.946

.000

a. Dependent Variable: TL

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Table no. 20 provide us the information to predict Transformational Leadership Behaviour from Teaching and Learning (TL)

for students, as well as determine whether

Transformational Leadership Behaviour contributes statistically significantly to the model. An inspection of individual predictors revealed that Transformational Leadership Behaviour (Beta=.299, p<.000) is the significant predictor of Teaching and Learning (TL) for Students. Hypothesis: There is no significant effect of Principals Transformational Leadership on Safety and Comfort (SC) dimension of School Climate. Table 21. showing correlation between Principals Transformational Leadership on Safety and Comfort (SC) dimension of School Climate. Correlations Variables TFLB TFLB Pearson Correlation 1 N 160 SC Pearson Correlation .430** N 160 **. Correlation is significant at the 0.01 level (2-tailed).

SC .430** 160 1 160

A Pearson product-moment correlation coefficient was computed to assess the relationship between Transformational Leadership Behaviour and Safety and Comfort dimension of school climate. It is found .430 at 158 degree of freedom which is significant at 0.01 level of significance. It can be inferred that Transformational Leadership Behaviour and Safety and Comfort are related to each other. There was found significant positive relationship between the two variables i.e. Transformational Leadership Behaviour and Safety and Comfort dimension of School Climate. Table 22.showing Regression Model Summary between Principals Transformational Leadership on Safety and Comfort (SC) dimension of School Climate. Model Summary Model R

R Adjusted Square Square 1 .430a .184 .179 a. Predictors: (Constant), TFLB

R Std. Error of the Estimate 2.109

The overall model explained the 18 percent of the variance which is to be statistically significant. Table depicts that Principals Transformational Leadership Behaviour has positive effect on the Safety and Comfort dimension of School Climate.

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Table 23. showing Analysis of Variance between Principals Transformational Leadership on Safety and Comfort (SC) dimension of School Climate. ANOVAb Model

Sum of Squares

1 Regression 159.034 Residual 703.060 Total 862.094 a. Predictors: (Constant), TFLB b. Dependent Variable: SC

Mean Square

Sig.

1 158 159

159.034 4.450

35.740

.000a

Table no. 23 depicts the F value that is 35.740 which is found significant because p value is greater than the table value for 158 degrees of freedom at 0.01 level. It indicates that Safety and Comfort for Students is related with Principals Transformational Leadership Behaviour. It shows that there is collinearity between Principalsâ€™ Transformational Leadership Behaviour and Safety and Comfort of School Climate. It is concluded that there is significant effect of Principals Transformational Leadership Behaviour on Safety and Comfort dimension of School Climate. Table 24. showing Coefficients between Principals Transformational Leadership on Safety and Comfort (SC) dimension of School Climate. Coefficientsa Model

Unstandardized Coefficients B Std. Error 1 (Constant) -.294 1.673 TFLB .149 .025 a. Dependent Variable: SC

Standardized Coefficients Beta

.430

Sig.

.175 5.978

.861 .000

An inspection of individual predictors revealed that Transformational Leadership Behaviour (Beta=.430, p<.000) is the significant predictor of Safety and Comfort. Results with discussion: Lucas, Stephen Earl, Valentine, Jerry Wayne(2002) study substantiates the results of the present study. Madison (2002) found positive relationship between transformational leadership and school climate. Tajasom and Ahmad (2011) also found that transformational leadership has an effect on four aspects of school climate. The finding of the present study are supported by the study of Cantwell(2003) that there is significant relationship between principals leadership behaviour, teacher interaction which is close to teacher supportive environment and school climate. Results of present study showed that there is significant relationship between transformational leadership and Academic and Professional Relationship dimension of school climate. Meredith (2007), Pandey (1985) also favour the findings of present study. He concluded that leaders who have used Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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transformational leadership style have positive effect on their organisation. The results are in line with the common notion that Transformational Leadership Behaviour brings good results in School Climate. McCarley, Peters and Decman (2016) found that transformational leadership was positively related to supportive and engaged elements of school climate. Results of the present study are supported by the study of Lesniewski and Thomas (2003) as they found significant relationship between transformational leadership and learning environment dimension of school climate which is close to the teaching and Learning dimension of the school climate in the present study. Findings of the study 1. The results exhibited that there is significant positive relationship between the Transformational Leadership Behaviour and School Climate. Furthermore significant relationship was found among transformational leadership and Teacher’s Supportive Environment, Academic & Professional Relationship, Social Support for Students, Teaching & Learning, Safety & Comfort dimensions of school climate. 2. Transformational Leadership Behaviour is significant predictors of School Climate and all its aspect. It is reported that Transformational Leadership Behaviour has significant effect on School Climate. Because Principal’s Transformational Leadership Behaviour has a deep sense of vision for the future of the organisation. 3. Principals Transformational Leadership Behaviour have significant effect on all the aspects of school climate i.e. Teacher’s Supportive Environment, Academic & Professional Relationship, Social Support for Students, Teaching & Learning, Safety & Comfort. 4. Principals Transformational Leadership is conducive to create teacher supportive environment and this supportive environment gives motivation to teachers to work with efficiency. It is reported that Transformational Leadership Behaviour has significant effect on Teacher’s Supportive Environment. 5. Principals Transformational Leadership Behaviour contributes significantly to create Academic and Professional Relationship and these relationships create academically and professionally good environment in school. 6. The results revealed that Transformational Leadership Behaviour create social environment for students that is helpful to develop the feeling of cooperation and sharing among students that is the main aim of educational process. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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7. The results revealed that Transformational Leadership Behaviour create secure environment that is very important for the students. If there is no Safety and Comfort in all aspects of school, the Transformational Leadership Behaviour of principals will not be able to build good School Climate. Conclusion and Implications The findings of the study may contribute to better understanding of the concept of transformational leadership and school climate and helpful to developing literature of leadership behaviour and school climate. The present investigation had tried to put a new viewpoint to understand the effect of transformational leadership on school climate and its different dimensions. Present investigation is very useful for principals as they are the leader in the school and they have to perform many duties as academic and administrative. The Principal of secondary school is mainly responsible for what is going on in the school. He is the coordinating agency which keeps the balance and ensures the harmonious development of the whole institution. Findings of the study have implications for institution also as principal is the leader in the school. Findings of this study will be proved useful for college principals, head teacher and chairperson of the different departments in the universities. They may conduct different programs to enhance leadership qualities among students by providing problematic situation. The findings of this study are also useful for society because school is a small society and the people of the society should have the knowledge of different aspects of the school climate. Findings of this study have the implications for school environment, it contribute to develop a good school climate covering all the aspects of school. References Anderson, C. S. (1982). The search for school climate: A review of the research. Review of educational research, 52(3), 368-420. Avolio, B. J., Bass, B. M., & Jung, D. I. (1999). Reâ€?examining the components of transformational and transactional leadership using the Multifactor Leadership. Journal of occupational and organizational psychology, 72(4), 441-462. Balyer, A. (2012). Transformational Leadership Behaviors of School Principals: A Qualitative Research Based on Teachers' Perceptions. International Online Journal of Educational Sciences, 4(3). [Google Scholar] Bass, B. M. and Avolio, B. J. (1989). Manual for the Multifactor Leadership Questionnaire. CA, Palo Alto: Consulting Psychologists Press. Bass, B.M. and Avolio, B.J. (1990), Transformational Leadership Development: Manual for the Multifactor Leadership Questionnaire, Consulting Psychologists Press, Palo Alto, CA. [Google Scholar]

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Bass, B.M. and Avolio, B.J. (1993), “Transformational leadership: a response to critiques”, in Chemers, M.M. and Ayrnan, R. (Eds), Leadership Theory and Research: Perspectives and Directions, Academic Press, San Diego, CA, p. 480. [Google Scholar] Bass, B.M. and Avolio, B.J. (1994), Improving Organizational Effectiveness Through Transformational Leadership, Sage, Thousand Oaks, CA. [Google Scholar] Bass, B.M., Waldman, D., Avolio, B.J. and Bebb, M. (1987), “Transformational leadership and the falling dominoes effect”, Group & Organization Studies, Vol. 12 No. 1, pp. 73‐87. [Google Scholar] [Crossref], [ISI] [Infotrieve] Blatt, D. A. (2002). A study to determine the relationship between the leadership styles of career technical directors and school climate as perceived by teachers. Unpublished doctoral dissertation, Morgantown, West Virginia University. Clabough, P. (2006). The relationship between principal leadership style, school climate and violence in the middle schools (Doctoral Dissertations). Available from Pro Quest Dissertations and Theses database. UMI, (3232332). Cantwell (2003). The relationship between principals leadership behaviour, teacher interaction behaviour, school climate and three years of fifth grade Pennsylvania System of School Assessment (PSSA) test data. Dillon, Wayne, R. (2003).A study of the differences in perceptions between teachers and their principals on the principal’s leadership style and school climate measures. Saint Louis University. http://shodhganga.inflibnet.ac.in/bitstream/10603/668/9/09_chapter%20ii.pdf Griffith, J. (2004). Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, 42(3), 333356. Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980‐1995∗. School effectiveness and school improvement, 9(2), 157-191. Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 20 (4), 498-518. Lesniewski, T. A. (2003). School superintendents' transformational leadership styles and school climate: Teachers' perceptions in western Pennsylvania small school districts. Indiana University of Pennsylvania. Lucas, S. E., & Valentine, J. W. (2002). Transformational Leadership: Principals, Leadership Teams, and School Culture. Miskel, C. and Ogawa, R. (1988), “Work motivation, job satisfaction, and climate”, in Boyan, N.J. (Ed.), Handbook of Research on Educational Administration, Longman, New York, NY. Madison, L. A. (2002). The effect of supervisor level of authority and leadership style on elementary school climate and teacher job satisfaction. ProQuest Information and Learning, 90. McCarley, T. A. (2012). Transformational Leadership Related to School Climate. ProQuest LLC. 789 East Eisenhower Parkway, PO Box 1346, Ann Arbor, MI 48106. McCarley, T. A., Peters, M. L., & Decman, J. M. (2016). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44(2), 322-342.

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Web Resources www.wikipedia.com www.ijera.com, www.schoolclimate.org/climate/council.php www.schoolclimate.org/programs/csci.php https://www.researchgate.net/publication/270957443 http://shodhganga.inflibnet.ac.in/bitstream/10603/668/9/09_chapter%20ii.pdf