Abstract

Recent studies conducted in diverse academic environments have consistently found that the implementation of transformational leadership by principals has a positive impact on the self-efficacy of their teachers. However, a comprehensive examination of the existing body of literature reveals a significant deficiency in this research with regard to high school education in Vietnam. Therefore, the primary objective of this current research is to examine the correlation between the self-efficacy of teachers and the transformational leadership style employed by principals in the context of the Vietnamese educational system. The study used both the multifactor leadership questionnaire (MLQ) and the teachers’ sense of efficacy scale (TSES) to collect quantitative data from 375 teachers across fifteen high schools. The factorial and path analyses demonstrated statistically positive connections between the transformational leadership approach adopted by principals and the self-efficacy levels of their teachers in terms of instructional strategies, classroom management, and student engagement. The findings of this research underscore the importance of incorporating transformational leadership principles into professional development programs and cultivating supportive environments to boost teachers’ confidence in their abilities. Future studies may consider integrating qualitative research methodologies into research through the collection of teachers’ distinct narratives and perspectives to gain a more comprehensive understanding of the intricate correlation that exists between the self-efficacy of teachers and the transformational leadership style employed by principals.