Impact of Transactional Leadership on Teachers’ Burnout and Work Performance at the Higher Secondary School Level in Khyber Pakhtunkhwa

Khan F, Hussain L, Minhas A, Ahmad SW, Hussain S and Anwar Q

Published on: 2025-09-04

Abstract

This study examined the impact of transactional leadership on teachers’ burnout and work performance at the higher secondary school level in Khyber Pakhtunkhwa, Pakistan. Using a correlational research design, data were collected from a sample of 310 subject specialists through standardized questionnaires. The findings revealed a significant negative correlation between transactional leadership and teachers’ burnout (r = –0.462, p < .01), indicating that higher levels of transactional leadership were associated with reduced burnout. Conversely, a significant positive correlation was found between transactional leadership and teachers’ work performance (r = .514, p < .01), demonstrating its role in enhancing accountability and task completion. Regression analyses further confirmed that transactional leadership significantly predicted both burnout and work performance, explaining 21.3% and 26.4% of the variance, respectively. These results highlight the dual role of transactional leadership in minimizing teacher stress while simultaneously improving work performance. The findings have practical implications for policymakers and school administrators in balancing leadership practices to ensure both efficiency and teacher well-being.