Abstract
In contemporary educational systems, principal instructional leadership is pivotal in institutional effectiveness. This study proposes a theoretical model suggesting that principals’ instructional leadership indirectly affects teachers’ organizational commitment through psychological well-being and self-efficacy mediating variables. Organizational commitment, defined as the emotional attachment and loyalty employees demonstrate toward their organization, is a key predictor of job satisfaction, motivation, and performance within educational contexts. Existing research has predominantly concentrated on the direct impacts of instructional leadership on student outcomes and its psychological effects on teachers. This research addresses this gap by utilizing structural equation modeling (SEM). Data were gathered through validated instruments from 451 teachers (including 280 females) across 25 Palestinian Arab high schools in Israel. The SEM analysis demonstrated an excellent model fit (χ²(80) = 205, χ²/df = 2.5, CFI = .99, IFI = .99, RMSEA = .035 [95% CI: .034–.036]), accounting for 61% of the variance in organizational commitment (p < .05). Results indicated that principals’ instructional leadership had significant positive direct effects on organizational commitment (β = 0.61, p < .001), psychological well-being (β = 0.80, p < .001), and self-efficacy (β = 0.81, p < .001). Mediation analysis revealed that psychological well-being partially mediated the relationship between leadership and commitment (β = 0.26, p < .001). Conversely, although leadership positively influenced self-efficacy, self-efficacy exhibited a modest negative direct effect on commitment (β = -0.10, p < .001), implying that highly self-efficacious teachers may demonstrate reduced organizational loyalty if their psychological needs are unmet, potentially elevating turnover intentions.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
ORGANIZATIONAL COMMURMENT, INSTRUCTUIONAL LEADERSHIP, WELL-BEING, SELF-EFFICACY, PALESTINIAN ARAB EDUCATION SRAEL
