Relationship between Empowering Leadership and Teachers’ Job Performance: Organizational Commitment as Mediator

Abstract

This study investigates the mediating role of organizational commitment on the relationship between principals' empowering leadership and teachers’ job performance. To this end, it employed a cross-sectional design, one of the quantitative methods. Data were collected through the "Empowering Leadership Behaviors Scale", "Organizational Commitment Scale" and "Job Performance Scale". The sample consisted of 324 teachers working in different cities in Turkey. They were employed through convenience sampling and responded to the scales online. Predictive relationships between variables were revealed using a structural equation model. Since the data did not satisfy the multivariate normal distribution assumption, bootsrapping was used. The findings indicated that empowering leadership is positively associated with teachers’ job performance and organizational commitment. On the other hand, organizational commitment boosts job performance. Lastly, empowering school leadership enhances organizational commitment which in turn teachers’ job performance. The findings were discussed based on the literature and some suggestions were made based on the findings.

Keywords

• teacher empowerment
• commitment
• job performance

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