This study examines the self-perceptions of Indonesian primary education teachers as transformational leaders. A quantitative survey was conducted with 400 randomly selected teachers from Lampung Province, Indonesia to assess their transformational leadership (TL) practices using the Transformational Teaching Questionnaire (TTQ) adapted and validated for use in the Indonesian context. The instrument's reliability and validity were confirmed ensuring its robustness. This study found that 15 out of 16 items demonstrated strong factor loadings indicating good construct validity while one item was excluded due to low factor loading. Overall, teachers rated themselves highly on TL scales emphasizing the importance of respect and adherence to cultural norms within their educational practices. These results highlight the potential of TL in improving student outcomes and fostering school improvement. Promoting TL among teachers can create a more effective teaching environment positively impacting student success and overall school quality. The study also emphasizes the need for continuous professional development in TL for teachers. The study supports the integration of TL training in teacher development programs highlighting its relevance to educational policy and practice. Future research should include diverse educational contexts employ longitudinal designs to observe changes over time and incorporate multiple data sources to enhance the robustness of findings.