القيادة التحويلية وعلاقتها بالتنمية المهنية للمعلمات بالمدارس الثانوية الحكومية في مدينة الدمام
The study aims to identify the level of practice transformational leadership by principals of public secondary schools in eastern. The sample was selected by simple random method and consisted of 216 female teachers representing 43.3% of the area of study. The data was processed statistically using the Statistical Package for the Social Sciences program. The results stated: That the implementation level of the dimensions of transformational leadership was (high level) in practice level, with an arithmetic average of (4.10). The order of the dimensions was as follows: ideal influence, inspirational motivation, individual morality, and intellectual stimulation. The appreciation level of female teachers in government secondary schools in eastern Dammam for the role of school principals in their professional development was (high level) with an arithmetic average of (4.13). The order of the fields was as follows: classroom management, assessment, teaching and learning, and technology. It reveals that there were no statistically significant differences at the level (α≤0.05) regarding the degree to which female principals of government secondary schools in eastern Dammam practice transformational leadership and their role in professional development attributable to years of service and academic qualification. The results revealed the existence of a statistically significant correlation at a significance level of less than (0.01) between the study sample members’ appreciation scores for the practice of public secondary school principals in eastern Dammam for the dimensions of transformational leadership (ideal influence, inspirational motivation, intellectual stimulation, and individual consideration). And the study sample’s ratings of the role of school principals in their professional development in the field of (teaching and learning, assessment, classroom management, and technology). (Published abstract)