ABSTRACT
The aim of this study is to establish: (1) an overview of a principal’s transformational leadership and teachers’ pedagogic competence in a rural inclusive kindergarten; (2) the effect of a principal’s transformational leadership on teachers’ pedagogic competence in an inclusive kindergarten in a rural setting. The research method implemented in the present study is a descriptive one, using a quantitative approach. The primary data is collected through questionnaire, while secondary data is gathered using interviews and observation. Respondents for this study were the principal, teachers, staff, and students’ parents of an inclusive kindergarten in a rural area. The result of the study showed that there was a positive and significant correlation between the principal’s transformational leadership and the teachers’ pedagogic competence. It implies that transformational leadership is an effective leadership style in managing an inclusive kindergarten in a rural setting.
