The Eye of the Beholder: Principal-Teacher Perceptual (In)Congruence in Transformational Leadership and Teacher Satisfaction

• In Event: Diverse Voices in Educational Leadership

Abstract

This study investigates how principal-teacher perceptual (in)congruence in transformational leadership relates to teacher satisfaction in South Korea. Moving beyond single-perspective analyses, this research uses multilevel Polynomial Regression with Response Surface Methodology (PRA-RSM) on Gyeonggi Education Panel Study to examine the joint effect of principal and teacher perceptions on teacher job satisfaction. Findings reveal a nuanced relationship where satisfaction is highest when principals and teachers share the perception that leadership is highly transformational, an effect that accelerates as agreement levels increase. These findings carry significant implications for leadership theory, highlighting the necessity of a relational, dyadic perspective, and for practice, underscoring the importance of self-other awareness and multi-source feedback for school leaders seeking to improve teacher job satisfaction.

Author

• Soobin Choi, The Education University of Hong Kong