Transformational Leadership Practices of Preschool Teachers in Sabak Bernam District, Selangor: A Quantitative Study

Abstract

This study aimed to determine the level of transformational leadership practices among preschool teachers in Sabak Bernam District, Selangor. The study further identified the most dominant dimension of transformational leadership and examined the relationship between teaching experience and transformational leadership practices. The study employed a quantitative survey design involving 51 preschool teachers selected through simple random sampling. The study instrument was adapted from the Multifactor Leadership Questionnaire (MLQ), which measures five dimensions of transformational leadership: Idealised Influence (Attributed), Idealised Influence (Behaviour), Inspirational Motivation, Intellectual Stimulation, and Individualised Consideration. Data were analysed using descriptive and inferential statistics through SPSS Version 31. The findings showed that the level of transformational leadership practice of preschool teachers was at a high level. The most dominant dimension was Idealised Influence (Attributed) (Mean = 4.73, SD = 0.37). Pearson's correlation analysis showed that there was a very weak and insignificant positive relationship between teaching experience and transformational leadership practices (r = 0.140, p = 0.327). This study indicates that transformational leadership practices are widely practised by preschool teachers regardless of their years of teaching experience. The findings of the study provide implications for teacher professional development and the strengthening of preschool teacher leadership. The study contributes to the limited body of empirical evidence on transformational leadership among preschool teachers in Malaysia and provides practical insights for designing professional development programmes aimed at strengthening teacher leadership competencies in early childhood education.