EVALUATION OF TRANSFORMATIONAL LEADERSHIP PRACTICES THROUGH QUALITATIVE PRESCRIPTIVE STUDY: A PAKISTANI ELT CLASSROOM CONTEXT

Abstract

Transformational    leadership inspires and transforms individuals towards collective learning goals and it can prove effective in ELT classrooms for fostering learner engagement and motivation. This qualitative study employs a multiple case-study design to explore the effectiveness of transformational    leadership practices in ELT classrooms context. For this purpose, five university English language instructors, who were implementing transformational    leadership practices in their classrooms, were purposively sampled. The date was collected by conducting ten hours of non-participant classroom observations and in-depth semi-structured interviews with the objective to investigate the diverse leadership strategies and approaches those educational leaders adopt. The data were examined through systematic coding and thematic analysis, and interpreted using social constructivist theory which offers a foundational framework for understanding transformational leadership. The study identified four key transformational leadership practices in ELT classrooms: experimentation, adaptability to change, intellectual stimulation, and linking theory with real life. These practices enhance student engagement and motivation. Also, transformational leadership positively influence both classroom climate and learning outcomes. This research can help educators inculcate transformational leadership practices in their classrooms and improve student engagement and motivation.