Organizational Commitment and Transformational Leadership Style as Determinants of Teaching Performance in Public Elementary Schools

Poor teaching performance persists. The effectiveness of organizational commitment and a transformational leadership style on teaching performance was examined. Using a diagnostic research design with a sample of 148 respondents selected through stratified random sampling, a survey approach, and multiple linear regression for data analysis, the findings revealed that leader commitment and transformational leadership have a significant impact on the criterion. To some degree, this finding confirms the Theory of Planned Behavior. Future studies may include additional variables to explain the remaining 77.7% of the variance in teaching performance that was not explained by organizational commitment and transformational leadership style. Researchers could also see a qualitative research design as an opportunity to investigate teachers' experiences, perceptions, and views in greater detail.

Organizational commitment, transformational leadership style, teaching performance, public elementary schools

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