شبكة المعلومات العربية التربوية

This study aimed to identify the degree of school administration’s practice of transformational leadership dimensions: (ideal influence, inspiring influence, intellectual influence, individual consideration, and empowerment). The researchers used the descriptive approach, by designing a questionnaire that was distributed to a random sample of (162) teachers from Basic Education Schools in Al-Mahra governorate during the academic year 2019-2020 AD. The results revealed that the degree of school administration practice of the five transformational leadership dimensions was high, with the average response of the sample on the questionnaire as a whole (4.06), and a percentage (81.26%). The sample response has varied on the dimensions of transformational leadership, where the inspirational influence dimension came first, with an average (4.12), followed by the intellectual influence dimension, with an average (4.11), then the ideal influence dimension, with an average (4.07), followed by the individual consideration dimension, with an average (4.02). And in the last order came the empowerment dimension, with an average of (3.83). Thus there were no statistically significant differences between the sample's response averages on the transformational leadership dimensions due to variables (gender, academic qualification, and years of experience). Based on the results of the study, the researchers presented a set of recommendations and suggestions to activate the school administration's practice of transformational leadership dimensions in Al-Mahra governorate and all public education schools in the Republic of Yemen. (Published Abstract)