Abstract:
The purpose of the study was to find out the relationship between transformational leadership and
teachers ‘commitment in public secondary schools in Gasabo district. To this end, the study sought to find out how school leaders conduct the transformational leadership in public secondary schools in Gasabo district, to find out the commitment of teachers in public secondary schools in Gasabo district, and to establish the relationship between transformational leadership and teachers’ commitment. This study was guided by Socio-cultural theory. The study used descriptive and
correlation research design. The target population included 222 teachers, and 26 head teachers. A sample of 141 teachers was selected using simple random sampling and school leaders were included in the study purposively. Questionnaire was used to collect data from teachers and interview was used to collect data from school leaders. Descriptive statistics such as mean and
standard deviation were used to describe the practices of transformational and teachers’ commitment and correlation coefficients was used to establish the relationship between transformational leadership and teachers ‘commitment. Thematic analysis was used for qualitative data. The findings were presented in tables, graphs and texts. The findings from data analysis
revealed that there were less practices of transformational leadership and also less of teachers’
commitment in public secondary schools in Gasabo district. It was revealed that there was positive
significant relationship between transformational leadership practices and teachers ‘commitment.
It was recommended that policy makers should enhance the capacity of school leaders so as to improve transformational leadership practices. It was also recommended that educational officials should ensure the practices of transformational leadership at school level. Future researchers were recommended to carry out similar research in other districts beyond Gasabo or even in private secondary schools to find out the relationship between Transformational Leadership and teachers ‘commitment.
