Relationships of Simple and Synthetic of transformational and transactional leadership styles with Organizational Effectiveness in Board of Trustees Schools and State-Run Schools

The main purpose of this research was to study the relationships between transformational and transactional leadership styles with organizational effectiveness in board of trustees and state-run schools. The research method was descriptive - correlation. Statistical population included all teachers of elementary schools of board of trustees and state-run in the province of Hamedan the number 5137 people and Sample size of 582 subjects (226 teachers in board of trustee's schools and 356 teacher in state-run schools) was determined based on the Cochran formula. Sampling was proportional stratified random sampling. Toward Data collected were used from the two questionnaires with items: leadership styles Bass & Avolio (1995) and organizational effectiveness of Harrison (2008).For appointment of the questionnaires validity of the content-related validity method and to assess the reliability was used by Cronbach's Alpha coefficient. Reliability coefficient was calculated for the questionnaires of leadership styles and organizational effectiveness, was estimated 0/915 and 0/965 respectively. Results representative that is the level of transformational and transactional leadership styles, and organizational effectiveness inboard of trustees and state-run schools, is above average surface. Independent t-test revealed that board of trustee`s schools utilize transformational leadership and state-run schools transactional leadership. Also situation of organizational effectiveness in schools board of trustees are better than state-run schools. Pearson correlation coefficient showed is a significant positive relationship between transformational and transactional leadership styles with organizational effectiveness in all schools. The results of regression analysis indicated that the components of leadership styles inboard of trustee's schools, Factors of individualized consideration, and intellectual stimulation and idealized influence; and in state-run schools, Factors of intellectual stimulation and management- by-exception have the highest impact on the prediction of organizational effectiveness.