Mediation of Organizational Commitment in Transformational Leadership, Job Satisfaction, and Teacher Performance

Abstract

Purpose: This research seeks to assess how transformational leadership, job satisfaction, and organizational commitment impact teacher performance. Additionally, it aims to explore the mediating role of organizational commitment among teachers.

Methodology/approach: The study sample includes 104 teachers from the Madrasah Head Working Group in Pakis Aji, Jepara. Data is drawn from the 2024 teacher performance report by Pakis Aji KKMI, with analysis conducted using Partial Least Squares (PLS) Structural Equation Modeling (SEM).

Results/findings: The study reveals that job satisfaction has a direct influence on both organizational commitment and teacher performance. Transformational leadership affects organizational commitment but does not directly impact teacher performance. Furthermore, organizational commitment mediates the effects of job satisfaction and transformational leadership on teacher performance and moderates the impact of job satisfaction.

Limitations: The study is focused on teachers within the Madrasah Head Working Group in Pakis Aji, Jepara, which may limit the generalizability of the results. Additionally, the analysis relies exclusively on primary data from the 2024 performance report.

Contribution: This research highlights the mediating and moderating roles of organizational commitment in linking transformational leadership and job satisfaction to teacher performance, offering practical insights into strategies for enhancing teacher performance in educational settings.

Novelty: A key contribution of this study is the novel identification of organizational commitment’s dual function as both a mediator and a moderator, shaping the relationships between transformational leadership, job satisfaction, and teacher performance within educational contexts.