<![CDATA[Purpose: This study explored how transformational leadership was understood and enacted by the principal and how participants perceived its relationship with teacher work culture at MTs NU 02 Gringsing, Indonesia. Methods: A qualitative phenomenological design involved ten participants: one principal, five teachers, three students, and one school committee member. Data were collected through in-depth interviews, participant observation, and documentation. Data analysis involved data condensation, data display, and conclusion drawing and verification. Credibility was strengthened through source, technique, and time triangulation, as well as member checking. Findings: The principal’s transformational leadership was reflected in exemplary conduct, motivational communication, encouragement of instructional innovation, and individualized support. Participants described perceived improvements in teacher discipline, responsibility, independence, professionalism, and classroom practices. These accounts were supported by observations and school records, although they do not establish a direct causal effect. Teacher participation, institutional support, leadership competence, and available facilities facilitated implementation, while limited funding, time constraints, and interpersonal misunderstandings presented challenges. Research Implications: Transformational leadership development should integrate role modeling, motivation, professional learning, individualized support, and open communication while accounting for institutional constraints. Originality: This study provides a phenomenological account of how the four dimensions of transformational leadership are enacted together in everyday madrasah practices and how contextual conditions shape their relationship with teacher work culture.]]>
