Vol. 7, Issue 1, Part B (2025)

In Kafue District, Zambia, educational institutions are grappling with significant challenges related to teacher performance, which adversely impacts student outcomes. Issues such as low teacher morale, high turnover rates, and inadequate leadership practices necessitate an investigation into effective strategies for improving teacher performance. This study examines the influence of various leadership styles, particularly transformational leadership, on teacher motivation and job satisfaction. Employing a mixed-methods research design, the study involved 100 participants, including head teachers and teachers, through structured questionnaires and semi-structured interviews. Grounded in Path-Goal Theory, the research posits that effective leadership enhances follower motivation and performance by clarifying goals and providing support. Findings reveal a strong positive correlation between transformational leadership and improved teacher performance. Teachers perceiving their head teachers as transformational reported higher levels of job satisfaction and motivation, while authoritarian leadership styles were linked to decreased morale and engagement. Qualitative insights further highlighted that supportive leadership significantly impacts teachers' sense of empowerment and commitment.