Abstract : The study assessed Impact of Transformational Leadership on Teachers’ Job Performance in Secondary Schools in Delta State, Nigeria. It adopted the descriptive survey design and was guided with 3 research questions and 3 hypotheses. Purposive sampling technique was used to select 493 principals and 4280 teachers representing 30% of the population (14,762). A 52-item questionnaire was used for data collection. The questionnaire was structured on a 4-point scale: Very high Extent (VHE) – 4 points, High Extent (HE) – 3 points, Low Extent (LE) – 2 points, Very Low Extent (VLE) – 1 point. The face and content validity of the instrument was ascertained and to ensure internal consistency, 30 copies of the questionnaire were administered to one principal and 29 teachers at Government Comprehensive Secondary School, Tungbo, Bayelsa State which was not part of the area of study. The data collected were subjected to Cronbach Alpha which yielded the following reliability co-efficient results: 1. r = 0.76, 2. r = 0.70, 3. r = 0.68 with whole reliability r = 0.98. A total of 4773 copies of the questionnaire were administered and a total of 4476 were fully completed and returned, indicating 93.78% return rate. The data collected were analyzed using mean and standard deviations. T- test was used to test the hypotheses at 0.05 level of significance. The findings revealed that transformational leadership qualities and impact are to a high extent in the schools and this has also impacted on teachers’ job performance. It was recommended that school authorities should consistently encourage delegation of responsibilities and involvement of teachers and other subordinates in decision making to enable others contribute to the success of the organization.
James et al. (Mon,) studied this question.