Transformational Leadership and School Climate in Federal Government Colleges in the North West Zone

This study analyses the relationship between principals' transformational leadership behaviour and school climate in federal government colleges in the North West geopolitical zone of Nigeria. School climate encompasses the shared perceptions of students, teachers, and administrators regarding the learning environment, interpersonal relations, and institutional norms, and is recognised as a powerful mediator of educational outcomes. Transformational leadership, which emphasises vision, inspirational motivation, intellectual stimulation, and individualised consideration, offers a theoretically compelling explanation for how school heads shape the climate of their institutions. The study employs a correlational survey design and samples 280 teachers and students from six federal government colleges across Kebbi, Sokoto, and Zamfara States. Two validated instruments measuring transformational leadership and school climate are administered, and data are analysed using structural equation modelling and multiple regression. The study fills an important empirical gap by testing transformational leadership effects in the distinct administrative environment of federal boarding schools in Northern Nigeria. Results confirm that transformational leadership dimensions are significant predictors of positive school climate dimensions including academic press, collegial relations, and student safety perceptions. Inspirational motivation and individualised consideration emerge as the strongest predictors. Recommendations include the integration of transformational leadership competencies into the federal school principal preparation curriculum. Keywords: transformational leadership, school climate, federal government colleges, North West Nigeria, educational management.