Abstract

This study explores and compares the perceptions of public and private university teachers in Punjab regarding the transactional leadership styles of their heads. Transactional leadership, characterized by structured exchanges, rewards, and punishments, is critical in educational institutions where efficiency and goal-oriented performance are prioritized. The study aims to examine how university heads' transactional leadership style impact teachers' perceptions in both sectors. A comparative research design was employed, involving a sample of 500 public and 138 private university teachers. Data were collected using a structured questionnaire and analyzed through descriptive statistics (mean and standard deviation) and inferential statistics (t-test). The results reveal that private university heads are perceived to exhibit stronger transactional leadership behaviours compared to their public counterparts, with a mean score of 3.89 versus 3.67. The t-test analysis (t = 2.45, p < 0.05) confirmed a significant difference between the two groups. The study concludes that public university heads should enhance communication, goal-setting, and reward mechanisms to improve leadership effectiveness. Leadership training programs tailored to the specific needs of both public and private sectors are recommended to foster a better organizational climate and teacher satisfaction.