The Practices of Intellectual Stimulation by Parents for Their Children as an Illustration of Transformational Leadership

Abstract

This research aimed to explicate the extent to which parents engage in the practice of intellectual stimulation for their children, conceptualized as an illustration of transformational leadership, employing a descriptive analytical methodology where an instrument was developed to assess the progression of transformational leadership levels in parenting, encompassing the Bartering, Building, Bonding, and Banking approches. This instrument was administered randomly to a cohort of (701) parents whose children are enrolled in primary education within the city of Jeddah in Saudi Arabia. The findings indicate that the degree of parental practices of intellectual stimulation is remarkably elevated, suggesting a high level of Banking in transformational leadership, with an arithmetic mean of (6.16 out of 7). Furthermore, the investigation disclosed statistically significant discrepancies dependent upon the gender of the child and the educational level of the parents. The study promotes for the execution of additional quantitative and qualitative research to reveal the perspectives of children and compare them with those of their parents, alongside recommending the enhancement of reflection practices among both parents and children through tailored training programs.