International Journal of Innovation, Creativity and Change. www.ijicc.

net
Volume 15, Issue 2, 2021

The Relationship between Principals'

Transformational Leadership and
Teachers' Work Engagement in Saudi
Arabia
Eman I Ahmed, Department of Educational Administration, College of
Education, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia.
Email: [email protected]
The aim of this study was to explore the effects of principals'
transformational leadership on work engagement among teachers in
the eastern province of Saudi Arabia. Most of the research on
principal transformational leadership has been conducted in western
countries and thus, the generalisability of the extent to which
transformational principals are contributing to teacher engagement
to other contexts is questioned. The perceptions of 407 public school
teachers in Saudi Arabia about the relationship between
transformational leadership and work engagement were identified
through descriptive, cross-sectional design. The findings of the study
revealed that transformational leadership had significant positive
effect on work engagement among teachers. By supporting teachers
and recognising their contributions, setting and articulating vision
for the future, and encouraging them to take new perspectives and
reframe challenges; teachers become more engaged toward their
work. The findings of this study have some practical implications
for the school principals in Saudi Arabia and other contexts. The
results suggest the need for preparing school principals on how to
inspire their teachers, motivate them in envisioning future states and
increase their dependency. More specifically, professional
preparation programs should provide the principals with skills and
the knowledge to transfer their inspirational motivation to their
teachers and build required power and energy among them. The
value of this study resides in two areas. Firstly, this study
corresponds with current reform efforts in Saudi Arabia to develop
more appropriate principal leadership styles to enhance teacher
engagement toward work. Secondly, this study seeks to develop the
knowledge base on principal's transformational form of leadership
within non-western context.

Key words: Transformational leadership, principals, work engagement, teachers.

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Introduction

Over the past decades, transformational leadership has become one of the most powerful forms
of leadership throughout the world (Bass, 1997). A considerable body of research has
accumulated suggesting that transformational leadership has a positive relationship with
teachers' self and collective efficacy (Gkolia, Koustelios & Belias, 2018; Liy, Li & Wang,
2019; Ryan, 2007; Schyns, 2001; Windlinger, Warwas & Hostettler, 2020), organisational
citizenship behaviour (Handayani, 2018), employee well-being (Bono & Ilies, 2006),
principals' life experiences (Nush & Banger, 2013), teamwork innovation, creativity and
effectiveness (Agyeman, 2019; Eisenbeiss et al., 2017; Kim, Park, & Kim, 2019; Jung, 2001;
Wiyono, 2017), professional learning community (Voelkol Jr, 2019), teacher commitment
(Dumay & Galand, 2012) trust (Podsakoff, MacKenzie, Moorman & Fetter, 1990), job
satisfaction and motivation (Bono & Judge, 2003; Judge & Piccolo 2004), employee's
psychological safety (Carmeli et al., 2014; Detert & Burris, 2007), and leadership effectiveness
(Sadaghi & Pihie, 2012). The significance of these outcomes lies in the identification of the
indirect effect that principal transformational leadership has on student learning and school
improvement.

Work engagement has received considerable attention among practitioners and academics.
This attention is grounded in research that has revealed the effect of work engagement on
organisational performance (Christian et al., 2011; Rich et al., 2010). Although the amount of
work engagement has risen recently, the debate is still about which style of leadership can
enhance work engagement. Engagement is very essential for school teachers as "learning and
development are not only central issues for students but also for teachers" (Nissen et al., 2017).
Transformational leadership has "motivating and demanding aspects" (Nissen et al., 2017).
Schools need transformational principals who can develop engagement among teachers by
supporting them toward gaining valuable vision (Hayati, Charkhabi & Naami, 2014).
Supporting, simulating and coaching followers encourage them to view work as a satisfying
and involving experience that enhance their engagement with work (Tims, Bakker &
Xanthopoulou, 2011).

Most of the principal transformational leadership research has been undertaken in western
countries (Bass, 1990; Lam, 2002; Barnett, McCormick & Conners, 2001, Day, 2000; Griffith,
2004; Kanungo, 2001; Leithwwod, 1992; Leithwood & Jantzi, 1999; Leithwood, K., & Jantzi,
2000; Leithwood & Jantzi, 2006; Price, 2003; Roberts, 1985; Stewart, 2006), and thus, the
generalisability of the extent to which principal transformational leadership is contributing to
teacher engagement to other contexts is questioned (Balwant, Mohammad & Singh, 2020 ).
This study sought to explore how principal transformational leadership influences work
engagement among teachers. Data was collected from 407 teachers in the eastern province of
Saudi Arabia.

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The value of this study resides in two areas. Firstly, this study corresponds with current reform
efforts in Saudi Arabia to develop more appropriate principal leadership styles to enhance
teacher engagement toward work. Researchers have highlighted limitations in the capacity of
school leaders to accomplish the multitude of demands of this role (Hallinger & Murphy,
2012). Traditional models of school leadership do not work anymore (Leithwood, 1992).
Secondly, this study seeks to develop the knowledge base on principal transformational form
of leadership within non-western context.

This study first indicates the Saudi context of educational leadership and presents the
theoretical background that guides the study. The author then describes the methodological
approach of the study, followed by the research results. Finally, the author concludes the study
with a discussion of the results as well as the limitations of the study and directions for future
research.

Education Context for School Leadership in Saudi Arabia

The education system in the Kingdom of Saudi Arabia is a hierarchical centralised system. It
includes six years in primary school, followed by three years in intermediate and three years in
secondary schools, before going to university. Saudi education is managed at three levels: At
the kingdom level, the Ministry of Education is responsible for managing the budget, setting
the plans and polices, and supervising the professional development programs. At the local
level, the General Directorate of Education manages schools. At the school leadership level,
the principal is responsible for managing the daily administrative responsibilities of the school.
The responsibilities and the roles of the school principals are determined and monitored by the
Ministry of Education. An examination of the available documents of the role expectations
report that school principals are expected to manage administrative tasks, such as managing
staff, school policies and procedures, maintaining student discipline and fulfilling compliance
requirements, monitoring teaching plans, addressing the needs of the staff, facilitating
professional development for the staff, and appraisals. Other responsibilities include creating
partnership with stakeholders and building maintenance (Ministry of Education, 2015).

The Saudi education system is segregated by sex. Separation of the sexes at all levels of
education with some exceptions of kindergarten and some private international schools is a
consistent feature of Saudi education (Rugh, 2002). The separation of the sexes is related to
the respected social status of women accorded them by Islam. Since 1954, the Ministry of
Education managed the education system for boys, while the education for girls was managed
by the General Directorate for Girls’ Education. In 2002, the two entities have been emerged
(Marghalani, 2018), and education for boys and girls has become under the jurisdiction of the
Ministry of Education. Public schools at all levels utilise the same policies, evaluation
techniques and curricula. Education in Saudi Arabia is built on the value where all individuals
are granted the right to learn. According to the Ministry of Education in Saudi Arabia (2020)
in 2019 5,119,953 (82.74%) students attended the public schools, 345998 (5.59%) attended the
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foreign schools and 721,843 students (11.67%) attended the private schools for their K-12
education. Private schools are usually owned by individuals. Elementary education is
compulsory in Saudi Arabia. Families are free to choose the school system they prefer to attend.
However, there are restrictions on the enrolment of public education based on the students’
residency.

According to the statistical report issued by the Education and Decision Support Centre (2020),
there are 31,614 principals in the public schools and 5,687 principals in private schools. Most
principals should have teaching experience prior to their appointment. The Ministry usually
moves the principals who stayed for six years in the job to another school, except those who
gained recognition or the principals who have two years or less before retirement.

Over the past few years, Saudi education reform movement reshaped the responsibilities of the
school leadership (The National Transformation Program, 2016). In line with global trends,
empirical research of school leadership has recently begun to explore how the behaviours of
principals can improve school outcomes. Scholars have focused on exploring the paths through
which school leaders can impact student learning. This includes the relationship between the
principal transformational leadership and a wide range of role-behaviours such as engagement
among school teachers.

Theoretical Background

Work Engagement

A substantial body of research has indicated that work engagement has been associated with a
wide range of behaviours such as organisational commitment (Cole et al., 2012), organisational
citizenship behaviour and job performance (Rich et al., 2010). Khan (1990) provided the
earliest conceptualisation of work engagement which refers to the way in which followers
harness themselves in the performance of their work. He elaborated that engagement is being
psychologically present in the work (Khan, 1992). Work engagement is also conceptualised
as "energy, involvement and efficacy" (Maslach & Leiter, 1997, p. 34). Schaufeli, Salanova
& Bakker (2002) defined engagement as the opposite of burnout. Both constructs are different
psychological states. Czerw & Grabowski (2015) argue that engagement may be also conceived
as "self-standing separate construct…it doesn't constitute an easy opposite" (p. 505-506).
Perhaps, the opposite of engagement is "non engagement rather than burnout” (Macey &
Schneider, 2008). Others consider engagement as a "psychological state". For example,
Wellins & Concelman (2005) argue that engagement is "loyalty, productivity and ownership"
(p.1). Additionally, Macey & Schneider (2008) mention that engagement is a psychological
state of extra role behaviour. Engagement is "above and beyond simple satisfaction with the
employment arrangement or basic loyalty to the employer…engagement is about passion and
commitment - the willingness to invest in oneself and expand one's discretionary efforts to help
the employer succeed” (Erickson, 2005, p. 14).

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In this study, work engagement is defined as a positive emotional work-related state that is
represented by vigour, dedication and absorption (Schaufel & Bakker, 2004). The first
dimension of work engagement, vigour, refers to a high-level of mental resilience and energy
while working (Schaufel & Bakker, 2004). It is characterised by one's persistence in the face
of challenges and the desire to invest effort in work. Shirom (2003) refers to vigour as a
cognitive liveliness, psychical strength and emotional energy. The second dimension,
dedication, is characterised by having a strong level of enthusiasm, pride, significance and
inspiration. Dedication refers to the extent in which one feels involved in his/her work (Brown,
1996). The third dimension of work engagement is absorption which refers to an "optimal state
of experience" that is characterised by being happily absorbed/focused in one's job to the extent
that the individual losses track of time and finds themselves unable to detach from work
(Balwant, Mohammad, Singh, 2019). This dimension can be determined based on
Csikszentmihalyi's (1990) notion of international motivation. Work engagement is, thus, best
characterised as "the experience of work activity rather than a behaviour that is driven by the
connection of work role" (Bakker, Schaufeli, Leiter & Taris, 2008). For example, an engaged
teacher is the one who approaches work with a high sense of energy, self-investment and
passion which is usually reflected into high levels of extra role behaviours (Handayani, 2018).

Although the author found few studies of work engagement in Saudi Arabia, the available
research has indicated that employee engagement is an important factor that impacts the
success of the organisations (Aldakhil Allah, 1995; Al-Maghribi, 2012).

Transformational Leadership

Transformational leadership is a meaningful exchange between leaders and followers to guide

followers toward "a vision-driven change" (Bass, 1985). Transformational leadership is best
conceived as a leadership style that transforms the values of the followers, whereby the leader
simulates the employees to perform beyond expectation (Yukl, 1989). This form of leadership
focuses on the inspiring vision of the school leader (Hartog, Koopman & Van Muijen, 1997).
Transformational leadership simulates changes in the followers' value systems, by inspiring
them to move from self-interests goals to organisational goals. Transformational leader is a"
vision-focus leader who uses behaviours to express a vision in a positive manner and encourage
followers to achieve goals aligned with the vision by modelling ways to solve problems
creatively, showing concern for followers' individual needs, and providing goals when
achieved" (Balwant, 2017, p. 4).

Burns (1978) laid the foundation for transformational leadership theory which was built on by
Bass & Avolio (1992). This study adopted Bass & Avolio's model of transformational
leadership. Based on this model, transformational leadership comprises four dimensions
namely: idealised influence, individual consideration, inspirational motivation, and intellectual
stimulation. The first component, idealised influence, refers to leading by example.
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Transformational leaders are trusted, admired and respected. Leaders provide a vision and
display total commitment to it (Bass & Avolio, 1994). Transformational leaders are charismatic
leaders who influence their followers by changing the self-focus of the employee to the
collective focus (Yorges, Weiss & Strickland, 1999). The second component, individual
consideration, refers to supporting, coaching and mentoring followers. Employees are
developed to high levels of potential through the provision of a supportive climate and new
learning opportunities. Individual needs of the followers are addressed. A transformational
leader acknowledges each individual interests and feelings for achievement (Bass & Avolio,
1994). The third component, inspirational motivation, refers to the communication of a vision
and the use of symbols to articulate this vision. They encourage the followers and provide
meaning for their achievements. Transformational leaders demonstrate total commitment to the
vision. Leaders inspire followers and motivate them in envisioning future states. The fourth
dimension, intellectual simulation, includes behaviours that motivate followers to analyse
"existing conditions" (Bass, 1985), and reframe problems. Creative solutions for problems are
encouraged. Followers are motivated and supported to approach problems with new
perspectives.

Transformational Leadership and Work Engagement

Among the principal leadership models, the author employed the transformational leadership
model for two reasons. First, various lines of empirical research have shown that
transformational leadership has a positive influence on school operations and outcomes.
Second, unlike other leadership styles, such as transactional and laissez-faire styles,
transformational leadership has a direct impact on teacher work attitudes such as work
engagement. Van Vugt, Jepson & Hartand de's (2004) experimental study found evidence for
this hypothesis. They have found that participants were more likely to leave their team and take
their resources elsewhere if they were supervised by a transactional style leader than by a
transformational leadership. Additionally, Macey & Schneider's (2008) model argued that
employee engagement is positively affected by transformational leadership behaviours.

In addition, there is evidence that principal transformational leadership can enhance teacher
engagement toward work. By supporting teachers and recognising their contributions and
achievements (individualised consideration), setting a vision for the future (idealised
influence), articulating the vision through multiple ways (inspirational motivation), letting
them realise how "valuable their efforts toward achieving this vision" (Balwant et al, 2020),
encouraging them to take new perspectives and reframe challenges (intellectual stimulation);
teachers become more engaged toward their job.

More specifically, transformational school principals can engage teachers in their work by
offering a shared vision for the school, challenging teachers to think of their instructional
processes, establishing expectations for quality pedagogy, and supporting their professional

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growth (Nissen et al., 2017). Thus, it is acceptable to propose that teachers are expected to
have high levels of work engagement if reporting to a transformational leader.

It should be noted that although a growing body of research supported the relationship between
transformational leadership and work engagement in western literature, there is a need to
expand the research on principal leadership behaviour and teacher's work engagement to non-
western contexts where such studies have not been well explored. This study sought to explore
how transformational leadership of school principals influence work engagement among
teachers in public schools in Saudi Arabia.

Research Hypothesis

This study sought to test the following hypotheses:

1. Transformational leadership is associated positively with work engagement.

2. Transformational leadership is positively related with vigour, dedication and absorption.

3. Transformational leadership dimensions are predictors of vigour.

4. Transformational leadership dimensions are predictors of absorption.

5. Transformational leadership dimensions are predictors of dedication

Method

This study is descriptive in nature and was conducted using "cross- sectional survey" design.
This section describes the instruments, participants, procedures and data analytical methods.

Instruments

The author used Brislin's (1970) "back translation method" to validate the quality of translated
measures. The scales were translated into Arabic language by a bilingual scholar. Then, the
Arabic version of the scales was translated back into English by another bilingual scholar. A
third bilingual scholar compared the back translation and the original document to ensure
consistency and clarity.

Bass & Avolio's (1997) Multifactor Leadership Questionnaire (MLQ) was used for collecting
data on principal transformational leadership. MLQ meets high standards of reliability (Bass
& Avolio, 1997) between 0.81 and 0.94. MLQ consists of two parts transactional and
transformational styles of leadership. In this study, the author used the transformational section.
The transformational section is 20 item questionnaire measuring four sub-scales: inspirational
motivation (4 items), intellectual simulation (4 items), individual consideration (4 items), and

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idealised influence (8 items). The internal consistency rating for the Arabic version of the scale
was (0.87) and for each sub-scale (inspirational motivation, intellectual simulation, individual
consideration and idealised influence) was 0.85, 0.86, 0.88 and 0.91 respectively.

The measure for work engagement used scale developed by Schaufeli et al., (2002). The scale
consists of three sub-scales with 17 items: vigour (6 items), absorption (6 items) and dedication
(5 items). The scale first consisted of 24 items. Based on the psychometric analysis, seven items
were removed. This scale has been used in many countries across the globe. Sample item for
each sub-scale includes: "At my job I feel strong and vigorous” (vigour); "I am proud on the
work that I do? (dedication); and "When I am working, I forget everything else around me?
(absorption). The psychometric properties of the Arabic version of the scale were tested by
calculating alpha coefficient from a pilot study composed of 27 subjects. The internal
consistency rating for the Arabic version of the scale was 0.82 and for each sub-scale (vigour,
absorption and dedication) was 0.81, 0.78, and 0.92 respectively.

Participants and procedures

This research was conducted in the city of Dammam in the eastern province of Saudi Arabia.
The data was collected with the support of General Directorate of Education. The
questionnaires were submitted to 954 middle school teachers in eastern Dammam from whom
the author obtained 407 valid questionnaires. The rate response rate was 42.6%. The author
executed sampling procedures to ensure a representative sample of the primary schools from
the city of Dammam. Participants were assured that all responses would be anonymous. The
teachers were predominately female (N = 264, 64.8%). Almost 53.3% (N = 306) of the teachers
had more than six years of experience.

Data Analysis

Data analysis was conducted using descriptive (i.e. means and standard deviations) and
inferential statistics methods (i.e. correlations and multiple regression). Correlation analysis
was used to assess the relationship between the variables included in the study. Multiple
regression was used to evaluate the relationship between the dimensions of the transformational
leadership (i.e. inspirational motivation, individual consideration, idealised influence and
intellectual stimulation), and those of work engagement (i.e. vigour, dedication and
absorption).

Results

The descriptive statistics and the correlations of all the variables are displayed in Table 1. It
can be noticed that transformational leadership had the highest mean score of 84.09 (SD = 8.70)
and work engagement (M = 72.96, SD = 5.24) from the teachers' perspectives. Among the four
dimensions of transformational leadership, the mean scores ranged from (34.15 to 16.60). More
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specifically, idealised influence had the highest score (M = 34.15, SD = 3.84), followed by
intellectual simulation (M = 16.70, SD = 2.71), inspirational motivation (M = 16.65, SD =
2.54), and individual consideration had the lowest mean (M = 16.60, SD = 2.39). For the three
dimensions of work engagement, absorption had the highest score (M = 26.22, SD = 2.69),
followed by vigour (M = 25.16, SD = 2.75) and dedication (M = 21.57, SD = 2.11). Table 1
also shows the simple correlations among the variables. The analysis shows that
transformational leadership has a positive relation with work engagement among the teachers
(r = 0.300**). This relationship is accepted at the significant level (p < 0.01), which confirms
Hypothesis 1. Table 1 also indicates that transformational leadership has a positive relationship
with the three dimensions of work engagement: vigour (r = 0.152), absorption (r = 0.258**)
and dedication (r =0.218**), which confirms Hypothesis 2.

Table 1: Means, standard deviations and simple correlations among study variables (N = 407
teachers)
M SD

Engagement
Work

Vigour
Intellectual

Individual
Idealised
Transformatio

influence

Inspirational
nal leadership

motivation

simulation

consideration

Dedication

Absorption
Variable

Transformation
84.09 8.70 1
al leadership
Idealised 0.747*
influence 34.15 3.84 1
*
Inspirational 0.806* 0.461
motivation 16.65 2.54 1
* **
Intellectual 0.789* 0.335 0.601
simulation 16.70 2.71 1
* ** **
Individual 0.688* 0.243 0.449 0.563
consideration 16.60 2.39 1
* ** ** **
Work 0.300* 0.205 0.178 0.224 0.321
72.96 5.24 1
Engagement * ** ** ** **
Vigour 0.152* 0.135 0.306 0.688
25.16 2.75 0.012 0.071 1
* ** ** **
Dedication 0.218* 0.194 0.138 0.132 0.187 0.749 0.357
21.57 2.11 1
* ** ** ** ** ** **
Absorption
0.258* 0.235* 0.166* 0.194* 0.166* 0.658* 0.308*
26.22 2.69 0.038 1
* * * * * * *

** p < 0.01

As shown in Table 2 and 3, the multiple regression analysis confirms Hypothesis 3 that states
that: the dimensions of transformational leadership are positively associated with vigour. The
four dimensions of transformational leadership are significantly related to vigour (MR = 0.317)
which is significant (F = 11.21 and p < 0.01). Table 2 also indicated that individual
consideration (β = 0.349) has the biggest influence in explaining the variance of vigour.

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Table 2: Results of the Multiple Regression Between the Dimensions of Transformational

Leadership and Vigour

Variable B Beta t Sig. R R Square

(Constant) 20.799 15.578 0.000 0.317 0.100
Idealised
-0.030 -0.042 -0.785 0.433
influence
Inspirational
-0.065 -0.060 -0.937 0.349
motivation
Intellectual
-0.011 -0.011 -0.170 0.865
simulation
Individual
0.401 0.349 6.008 0.000
consideration

Table 3: The Overall Multiple Regression Coefficient Between the Dimensions of the
Transformational Leadership and Vigour

Sum of Mean
Model Df F Sig.
Squares Square

Regression 306.99 4 76.748 11.21 0.000

Residual 2752.307 402 6.847

Total 3059.297 406

Hypothesis 4 states that: the four dimensions of transformational leadership are predictors of
dedication. As shown in Table 5, the multiple regression is significant between the dimensions
of transformational leadership and dedication (MR = 0.242) (F = 6.246 and p < 0.01). So,
Hypothesis 4 is accepted. As shown in Table 4, the results of β shows that idealised influence
(β = 0.159) and individual consideration (β = 0.152) have the most contributions in explaining
the variance of dedication.

Table 4: Results of Multiple Regression Related to Dimensions of Transformational

Leadership and Dedication
Variable B Beta t Sig. R R Square
(Constant) 16.432 15.642 0.000 0.242 0.059
Idealised
0.088 0.159 2.909 0.004
influence
Inspirational
0.000 0.000 0.006 0.995
motivation
Intellectual
-0.006 -0.007 -0.107 0.915
simulation
Individual
0.135 0.152 2.565 0.011
consideration

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Table 5: The Overall Multiple Regression Coefficient Between the Dimensions of the
Transformational Leadership and Dedication
Sum of Mean
Model Df F Sig.
Squares Square
Regression 105.9 4 26.475 6.246 0.000
Residual 1703.854 402 4.238
Total 1809.754 406

Hypothesis 5 states that: the dimensions of transformational leadership have a positive

relationship with absorption. As shown in Table 7, the multiple regression between the four
components of transformational leadership and absorption is significant (MR = 0.271) (F =
7.986 and p < 0.01). Thus, Hypothesis 5 is confirmed. Additionally, Table 6 indicates that
idealised influence has the most contribution in explaining the variance of absorption (β =
0.191).

Table 6: Results of Multiple Regression Related to Dimensions of Transformational

Leadership and Absorption
Variable B Beta t Sig. R R Square
(Constant) 18.939 14.283 0.000 0.271 0.074
Idealised
0.134 0.191 3.522 0.000
influence
Inspirational
-0.013 -0.012 -0.193 0.847
motivation
Intellectual
0.098 0.099 1.493 0.136
simulation
Individual
0.078 0.070 1.182 0.238
consideration

Table 7: The Overall Multiple Regression Coefficient Between the Dimensions of the
Transformational Leadership and Absorption
Sum of Mean
Model Df F Sig.
Squares Square
Regression 215.741 4 53.935 7.986 0.000
Residual 2714.912 402 6.754
Total 2930.654 406

Discussion

This study sought to explore the relationship between principal transformational leadership and
teacher engagement toward work. Data was collected from the city of Dammam in the eastern

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Volume 15, Issue 2, 2021

province of Saudi Arabia. This study extends prior global research by exploring how principal
transformational leadership style can influence the dimensions of work engagement (Balwant
et al., 2020; Pounder, Stoffell & Choi, 2018) in non-western context such as Saudi Arabia. The
results suggest that teachers' engagement is enhanced in the context of active transformational
leadership style. Specifically, the analysis of the results suggested a positive relationship
between the components of transformational leadership and the components of teacher
engagement. Additionally, the multiple regression indicates that the dimensions of principal
transformational leadership are positively associated with the dimensions of teacher
engagement: vigour, dedication and absorption. In line with results reported in similar studies
in a range of organisations, transformational leadership was found to be the most predictive
model of work engagement (Avolio et al., 1999; Balwant et al., 2020; Pounder, Stoffell & Choi,
2018; Tims, Bakker & Xanthopoulou, 2011).

Teachers are expected to: invest a high-level of mental resilience and effort while working;
persist in the face of challenges; have a strong level of enthusiasm and inspiration; and focus
and be involved in one' s job to the extent that the individual losses track if they are reported
to a transformational principal. In other words, supporting the teachers and providing them
with opportunities to experience competence, behave autonomously and feel that they are part
of the school team, teachers should become more engaged toward work (Niessen et al., 2017,
p. 43).

Additionally, individual consideration is found to have the most contribution in explaining the
variance of vigour (β = 0.349) and dedication (β = 0.152). Addressing teachers' needs, interests
and aspirations can provide teachers with a supportive, caring and motivating school climate
whereby teachers' thriving, physical strength and involvement are enhanced (Harter et al.,
2003). This dimension can be determined based on social exchange theory which is perceived
as "a series of interactions that generate obligations" (Emerson, 1976). The basic assumption
of the Social Exchange Theory is that "interactions have the potential of high-quality
relationship" (Cropanzano & Mitchell, 2005, p. 875). By supporting the teachers and
recognising their achievements, the teachers would respond in kind (Gregen, 1969). In
accordance with social exchange theory, teachers' engagement is based on the leaders' support.
Engagement is usually based on bidirectional transactions i.e. the leader provides a benefit and
the employee dedicates themselves to work. Such mutual interaction is a definite feature of
social exchange theory (Cropanzano & Mitchell, 2005, p. 816).

The multiple regression analysis also reveals that idealised influence had the highest
contribution in explaining the variance of dedication (β = 159 and absorption (β = 191).
Research has shown that idealised influence is believed to have positive outcomes on
employees' satisfaction and engagement. By inspiring teachers to explore new ways of doing
things at work, transformational leaders can support the sense of self-motivation, self-value
and contributions, which in turn boost the amount of work engagement (Hayati et al., 2014).

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Thus, the transformational leadership model adopted in this study provides insights into the
dimensions through which school leaders could impact work engagement among teachers.
Transformational school principals' practices focus on addressing teacher's individual needs,
supporting their autonomy and control of their work, and inspiring them to think outside the
box. These principals can support teacher's physical strength and cognitive liveliness while
working, and persistence in the face of challenges, level of enthusiasm, significance, inspiration
and involvement in one's work.

This study has some limitations that need to be addressed in future research. First, since the
data for teachers' work engagement was collected through self-reports, the findings may be
affected by several biases. Future research could complement this study with other research
approaches such as qualitative and mixed methods studies. Second, although the sample was
chosen randomly, the data was collected with a specific setting, restricting the generalisation
of the results to other contexts. Third, this study addressed specific dimensions of
transformational leadership and work engagement; it would be interesting if future directions
of research addressed other dimensions depicted by these variables. Finally, although this study
provides some insights regarding the relationship between the dimensions of principals'
transformational leadership and the dimensions of teachers' work engagement in Saudi Arabia,
further research is needed to consider the mediator variables for this relationship. The author
recommends that further studies on transformational leadership could be undertaken in Saudi
Arabia and non-western contexts.

The results of this study have some practical implications for the school principals in Saudi
Arabia and other contexts. Among the four dimensions of transformational leadership,
idealised influence had the highest mean score (M = 34.15, SD = 3.84) and the highest
contribution in explaining the variance of dedication and absorption. These results suggest the
need for preparing school principals on how to inspire their teachers, motivate them in
envisioning future states, increase their dependency, challenge them, and encourage creativity
and new ways of doing their work. More specifically, professional preparation programs should
equip the principals with skills to model the way and transfer their inspirational motivation to
their teachers and build required power and energy among them (Terry et al., 2000). This
manner can encourage teachers to match themselves (Hayati et al., 2014) with their principals'
vision and aspirations.

In conclusion, this study aimed to explore the relationship between the dimensions of the
principal transformational leadership and the dimensions of work engagement among teachers
in public schools in Saudi Arabia. It is hoped that it will contribute to the development of
leadership literature in non-western context. Teachers become more engaged when they are
identified with their principals' vision, and aspirations. By inspiring teachers, challenging them
and setting high expectations, teachers become more engaged in their job through the
transformational style of their principals.
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Declaration of conflicting interests

The author declared no potential conflicts of interest with respect to the research, authorship
and/or publication of this article.

Funding
This research received no specific grant from any funding agency in the public, commercial or
not-for-profit sectors.

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