Objective: This study contributes to the transformational leadership literature by providing empirical evidence from the Omani educational context, which remains underrepresented in leadership research. The study aimed to examine the extent to which transformational leadership (TFL) enhances teachers’ work engagement (TWE) in Omani public basic schools and to investigate the relationship between TFL and TWE. Method: A quantitative cross-sectional correlational design was employed. Primary data were collected from 298 teachers selected from a population of 6,208 teachers using a structured questionnaire based on a Likert scale. Internal consistency was assessed using Cronbach’s alpha. Preliminary data screening and assumption testing were conducted prior to the main analysis. The Partial Least Squares Structural Equation Modeling (PLS-SEM) approach was applied using SmartPLS 4.0 to test the research hypotheses. Key Findings: The findings revealed high levels of transformational leadership and teachers’ work engagement in Omani public schools. All dimensions of transformational leadership—individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence—had significant positive effects on teachers’ work engagement. Furthermore, transformational leadership demonstrated a significant positive effect on work engagement (β = 0.337, p < 0.01). These findings highlight the important role of school principals in fostering teacher engagement through supportive and inspiring leadership practices. Conclusions: The findings showed high levels of transformational leadership (TFL) and teachers’ work engagement (TWE) in Omani public schools. A significant positive effect of TFL on TWE was found (β = 0.337, p < 0.01), highlighting the role of leadership in enhancing teacher engagement. Recommendations: The study recommends strengthening transformational leadership practices through targeted professional development programs for school principals. Future research should employ larger samples, include both public and private schools, and further examine transformational leadership in non-Western educational contexts to enhance the generalizability of findings.

Objective: This study contributes to the transformational leadership literature by providing empirical evidence from the Omani educational context, which remains underrepresented in leadership research. The study aimed to examine the extent to which transformational leadership (TFL) enhances teachers’ work engagement (TWE) in Omani public basic schools and to investigate the relationship between TFL and TWE. Method: A quantitative cross-sectional correlational design was employed. Primary data were collected from 298 teachers selected from a population of 6,208 teachers using a structured questionnaire based on a Likert scale. Internal consistency was assessed using Cronbach’s alpha. Preliminary data screening and assumption testing were conducted prior to the main analysis. The Partial Least Squares Structural Equation Modeling (PLS-SEM) approach was applied using SmartPLS 4.0 to test the research hypotheses. Key Findings: The findings revealed high levels of transformational leadership and teachers’ work engagement in Omani public schools. All dimensions of transformational leadership—individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence—had significant positive effects on teachers’ work engagement. Furthermore, transformational leadership demonstrated a significant positive effect on work engagement (β = 0.337, p < 0.01). These findings highlight the important role of school principals in fostering teacher engagement through supportive and inspiring leadership practices. Conclusions: The findings showed high levels of transformational leadership (TFL) and teachers’ work engagement (TWE) in Omani public schools. A significant positive effect of TFL on TWE was found (β = 0.337, p < 0.01), highlighting the role of leadership in enhancing teacher engagement. Recommendations: The study recommends strengthening transformational leadership practices through targeted professional development programs for school principals. Future research should employ larger samples, include both public and private schools, and further examine transformational leadership in non-Western educational contexts to enhance the generalizability of findings.