DOI: 10.36347/sjebm.2021.v08i08.007

Pages: 243-250

Teachers who use transformational leadership on their students raise the students' degree of value, maturity, and well-being. In their capacity as transformative leaders, teachers approach their students without resorting to coercion, but rather by virtue of morality. This study aimed to determine the effect of openness to experience, self-regulation, and growth mindset on transformational leadership reviewed from the academic model. The analysis in this study employs a quantitative methodology. The response rate is 33% out of 109 total population, so 36 samples are analyzed in this study. The data will be analyzed using regression analysis using Smart PLS software. The result of the study showed that (1) there is sufficient evidence to support the effect of openness to experience on transformational leadership; (2) there is no sufficient evidence to support the effect of self-regulation on transformational leadership; (3) there is no sufficient evidence to support the effect of growth mindset on transformational leadership; (4) there is no sufficient evidence to support the claim that academic model moderates the effect of openness to experience on transformational leadership; (5) there is no sufficient evidence to support the claim that academic model moderates the effect of self-regulation on transformational leadership;(6) there is no sufficient evidence to support the claim that academic model moderates the effect of growth mindset on transformational leadership.