In the study reported on here we explored the relationship between South African school teachers’ effectiveness and adaptability to change. Through an examination of this relationship and the impact of transformational leadership, we sought to identify strategies for enhancing teacher performance. A convenience sample of 350 high school teachers from a population of 31,117 was used. No specific groups of teachers were excluded from the study as all high school teachers were eligible to participate. Data were gathered over a 4 month period and analysis was conducted using SPSS version 4.2 and AMOS version 24. Confirmatory factory analysis (CFA) and structural equation modelling (SEM) were used in the regression study. The results demonstrate the importance of adaptive and accumulative organisational culture and the psychological readiness to change in an organisation. The outcome proved the critical catalytic factor of transformational leadership as facilitation for improved outcomes in high schools. Insightful and improved teacher effectiveness and efficiency formed the educational pillars of the study results through the use of transformational leadership. The study should contribute to the dynamics of the South African education system and add to the current limited literature on the topic.

https://doi.org/10.15700/saje.v46n1a2599

ORCiD iDs of authors:
Stewart Musarapasi - https://orcid.org/0000-0002-0788-4932
Serife Zihni Eyupoglu – https://orcid.org/0000-0001-7678-1729
Laith Tashtoush - https://orcid.org/0000-0001-7364-1712