Transformational Leadership and Administrative Effectiveness in Arab Schools: Evidence from the Northern District

This study investigates the relationship between principals’ transformational leadership and school administrative effectiveness in Arab schools of the Northern District. Using a descriptive correlational design, 396 teachers selected by simple random sampling completed a validated questionnaire. Teachers reported high levels of transformational leadership and high administrative effectiveness; transformational leadership showed a positive, moderately strong association with effectiveness (r = 0.68, p < .05). The findings indicate that vision-centered leadership, individualized consideration, and instructional support are consequential for administrative performance. We recommend targeted professional development for principals, mentoring systems that reinforce transformational practices, and data-informed routines linking leadership behaviors to operational outcomes, alongside community partnerships that recognize high-performing leaders without undermining intrinsic motivation. Future work should employ longitudinal or mixed-methods designs to probe causality and mediating mechanisms (e.g., trust, collective efficacy).