Technical and Vocational Education and Training (TVET) institutions are pivotal in equipping students, including those with disabilities, with skills for a dynamic global economy. However, effective leadership is crucial for fostering inclusivity and enhancing academic outcomes. This systematic review examines the impact of transformational leadership practices on the academic performance of students with diverse disabilities in TVET settings. Using a systematic approach, electronic searches were conducted on Scopus, Web of Science, and Google Scholar, identifying 28 studies, of which 7 met the inclusion criteria (2010-2024, English-language, empirical studies in TVET contexts). Data were synthesized qualitatively, focusing on the four dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Findings reveal that transformational leadership significantly enhances academic performance by promoting inclusive environments, motivating teachers, and addressing diverse needs, though challenges like resource constraints and inadequate leadership training persist. The review recommends targeted leadership development, increased resource allocation, and stakeholder collaboration to strengthen inclusive education in TVET institutions. This study highlights the transformative potential of leadership in improving educational equity for students with disabilities, offering insights for policymakers and educators while identifying gaps for future research in diverse cultural and resource contexts.
| Published in | American Journal of Education and Information Technology (Volume 9, Issue 1) |
| DOI | 10.11648/j.ajeit.20250901.14 |
| Page(s) | 25-32 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Transformational Leadership, Academic Performance, Students with Disabilities, TVET Institutions
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APA Style
Jobir, T. M. (2025). Transformational Leadership Practices and Their Impact on Academic Performance of Students with Diverse Disabilities in TVET Institutions: A Systematic Review. American Journal of Education and Information Technology, 9(1), 25-32. https://doi.org/10.11648/j.ajeit.20250901.14
ACS Style
Jobir, T. M. Transformational Leadership Practices and Their Impact on Academic Performance of Students with Diverse Disabilities in TVET Institutions: A Systematic Review. Am. J. Educ. Inf. Technol. 2025, 9(1), 25-32. doi: 10.11648/j.ajeit.20250901.14
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Download@article{10.11648/j.ajeit.20250901.14,
author = {Tesmamu Mirre Jobir},
title = {Transformational Leadership Practices and Their Impact on Academic Performance of Students with Diverse Disabilities in TVET Institutions: A Systematic Review
},
journal = {American Journal of Education and Information Technology},
volume = {9},
number = {1},
pages = {25-32},
doi = {10.11648/j.ajeit.20250901.14},
url = {https://doi.org/10.11648/j.ajeit.20250901.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20250901.14},
abstract = {Technical and Vocational Education and Training (TVET) institutions are pivotal in equipping students, including those with disabilities, with skills for a dynamic global economy. However, effective leadership is crucial for fostering inclusivity and enhancing academic outcomes. This systematic review examines the impact of transformational leadership practices on the academic performance of students with diverse disabilities in TVET settings. Using a systematic approach, electronic searches were conducted on Scopus, Web of Science, and Google Scholar, identifying 28 studies, of which 7 met the inclusion criteria (2010-2024, English-language, empirical studies in TVET contexts). Data were synthesized qualitatively, focusing on the four dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Findings reveal that transformational leadership significantly enhances academic performance by promoting inclusive environments, motivating teachers, and addressing diverse needs, though challenges like resource constraints and inadequate leadership training persist. The review recommends targeted leadership development, increased resource allocation, and stakeholder collaboration to strengthen inclusive education in TVET institutions. This study highlights the transformative potential of leadership in improving educational equity for students with disabilities, offering insights for policymakers and educators while identifying gaps for future research in diverse cultural and resource contexts.
},
year = {2025}
}
TY - JOUR T1 - Transformational Leadership Practices and Their Impact on Academic Performance of Students with Diverse Disabilities in TVET Institutions: A Systematic Review AU - Tesmamu Mirre Jobir Y1 - 2025/04/29 PY - 2025 N1 - https://doi.org/10.11648/j.ajeit.20250901.14 DO - 10.11648/j.ajeit.20250901.14 T2 - American Journal of Education and Information Technology JF - American Journal of Education and Information Technology JO - American Journal of Education and Information Technology SP - 25 EP - 32 PB - Science Publishing Group SN - 2994-712X UR - https://doi.org/10.11648/j.ajeit.20250901.14 AB - Technical and Vocational Education and Training (TVET) institutions are pivotal in equipping students, including those with disabilities, with skills for a dynamic global economy. However, effective leadership is crucial for fostering inclusivity and enhancing academic outcomes. This systematic review examines the impact of transformational leadership practices on the academic performance of students with diverse disabilities in TVET settings. Using a systematic approach, electronic searches were conducted on Scopus, Web of Science, and Google Scholar, identifying 28 studies, of which 7 met the inclusion criteria (2010-2024, English-language, empirical studies in TVET contexts). Data were synthesized qualitatively, focusing on the four dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Findings reveal that transformational leadership significantly enhances academic performance by promoting inclusive environments, motivating teachers, and addressing diverse needs, though challenges like resource constraints and inadequate leadership training persist. The review recommends targeted leadership development, increased resource allocation, and stakeholder collaboration to strengthen inclusive education in TVET institutions. This study highlights the transformative potential of leadership in improving educational equity for students with disabilities, offering insights for policymakers and educators while identifying gaps for future research in diverse cultural and resource contexts. VL - 9 IS - 1 ER -
Department of Educational Planning and Management, College of Education and Behavioral Sciences, Jimma University, Jimma, Ethiopia
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