The relationship between transformational leadership and teacher organizational commitment: Empirical evidence from China
Authors
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Pinxi Liu
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia, and School of Humanities and Arts, Guangxi Vocational University of Agriculture, No 176 Road Daxue Dong, Naning City, 530006, Guangxi, China.
https://orcid.org/0009-0006-2546-0785
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Bity Salwana Alias
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia.
https://orcid.org/0000-0001-8769-9341
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Azlin Norhaini Mansors
Centre for Shaping Advanced and Professional Education, Universiti Kebangsaan Malaysia, 43600, Bangi, Selangor, Malaysia.
https://orcid.org/0000-0003-2350-5207
DOI:
https://doi.org/10.18488/73.v13i1.4035Abstract
This study examines the influence of transformational leadership on organizational commitment among teachers in private vocational schools in Chongqing, China, providing empirical evidence of the relationship. A quantitative approach was used employing a structured questionnaire to collect data from 120 teachers. Out of 150 distributed questionnaires, 111 were returned and analyzed. Statistical techniques, including regression and correlation analyses were conducted using SPSS to assess the relationships. The results show a significant and positive relationship between transformational leadership and organizational commitment (Beta = 0.56, p < 0.01), indicating that transformational leadership enhances teachers’ commitment to their institutions. This research provides insights into the role of transformational leadership in private vocational schools emphasizing its importance in fostering faculty engagement and retention. The findings offer practical recommendations for school administrators to improve organizational commitment and suggest further exploring contextual factors influencing leadership effectiveness.
