Transformational leadership which is focused on

transformational leadership, which is focused on communication between leaders and their
followers (Moos, 2012, p. 461). Similarly to this document, Naile (2014, p. 175) arrived at
the conclusion that transformational leadership behaviours are more common to teaching
and learning environments. However, the researcher stated that school leaders also
exhibited transactional leadership to stimulate employee productivity in the workplace
(Naile, 2014, p. 175). As mentioned by Li et al. (2015, p. 422), transactional leadership is
more focused on reward-labour relations rather on communication or employee
empowerment. The extent to which the Kuwaiti teachers perceive their leaders as
transactional is presented as follows.

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Figure 6: My Leaders Put a Heavy Emphasis on Reward-Labour Relations (%)
The outcomes of the graphical analysis suggest that more than one third or 35% of the
questionnaire survey participants agreed that their leaders were focused on reward-labour
relations. The teachers who strongly agreed with this statement accounted for 29% of the
sample. At the same time, in total, almost one fourth or 23% of the respondents either
disagreed or strongly disagreed that their leaders put an emphasis on rewards and
punishments. Finally, 13% of the Kuwaiti teachers responded neutrally to this question.
Interestingly, the graphical analysis results indicate that Kuwaiti school leaders exhibit both
transactional and transformational leadership behaviours. These outcomes are in line with
Li et al. (2015, p. 422) who also stated that effective leaders should use different leadership
styles in order to ensure that their organisation is capable of achieving its strategic
objectives.
4.3. The Link between School Leadership and Teacher Motivation
Prior to the examination of whether there is a relationship between school leadership and
teacher motivation, it is relevant to identify the motivator, which is perceived by the
Kuwaiti teachers as the most actively ‘used’ by their leaders. For this purpose, the
descriptive statistics function in the SPSS software was performed. The analysis results are
presented by means of the following table.

Academic Journal of Research and Scientific Publishing | Vol 3 | Issue 36
Publication Date: 5-4-2022
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ISSN: 2706-6495
Table 2: Motivation Stimuli (Descriptive Statistics)
Variabl
e
N Minimum Maximum Mean Std. Deviation
BLN 108.000 1.000 5.000 3.361 1.343
RSP 108.000 1.000 5.000 3.417 1.298
BNF 108.000 1.000 5.000 3.704 1.170
RWR 108.000 1.000 5.000 4.037 0.916
CMP 108.000 1.000 5.000 3.722 1.167
OPP 108.000 1.000 5.000 3.833 1.140
PUN 108.000 1.000 5.000 3.778 1.163
CON 108.000 1.000 5.000 3.676 1.151
The Mean of the ‘RWR’ variable is equal to 4.03, which is the highest among all the
variables. These outcomes suggest that the overwhelming majority of those surveyed either
agreed or strongly agreed that they received sufficient monetary reward. This statement is
also supported by the fact that the standard deviation of this variable is not far from 1.