Assessing the Influence of Transformational and Transactional Leadership Styles on the Academic Performance of Engineering Students

Abstract

This study examines the influence of transformational and transactional leadership styles on the academic performance of engineering students at the Nueva Ecija University of Science and Technology (NEUST) Sumacab Campus. Grounded in Bass and Avolio’s Full Range Leadership Theory [1], the research utilized a descriptive-correlational design with 150 participants including students, instructors, and alumni. A structured survey was administered, incorporating items from the validated Multifactor Leadership Questionnaire (MLQ) [1]. Results indicated that transformational leadership was predominantly perceived (63.3%) and significantly correlated (p < 0.05) with higher GPA (M = 1.80, SD = 0.15) and greater academic impact. Although present (36.7%), transactional leadership was associated with lower GPA (M = 2.30, SD = 0.25) and moderate to low academic impact. These findings emphasize the value of integrating transformational traits into faculty development programs to support student performance and engagement.