Abstract
This study investigated the relationship between transformational leadership and teachers' Continuing Professional Development (CPD) for the school year 2023-2024. It focused on evaluating the levels of transformational leadership exhibited by school heads, specifically in terms of inspirational motivation, individualized consideration, intellectual stimulation, and idealized influence. Additionally, the research assessed the extent of teachers' CPD and examined the significance of the relationship between transformational leadership styles and CPD. The findings indicate that school heads demonstrate strong transformational leadership across all dimensions. Inspirational motivation, individualized consideration, intellectual stimulation, and idealized influence significantly impact teachers' CPD. Teachers reported high levels of support from school heads in these areas, which positively influences academic performance, teacher engagement, and the overall school community. The study also found strong participation in educational conferences and seminars among respondents. Furthermore, teachers who experienced higher levels of transformational leadership were more motivated to pursue continuous professional growth. Based on these results, the study recommends that teachers actively engage in professional development, students embrace values of respect and cooperation, and school heads continue to implement transformational leadership styles. Future research should expand to include various educational levels and regions to gain a broader understanding of transformational leadership's effectiveness across different context.
