Promoting Teachers’ Organizational Commitment: The Effects of Authentic Leadership, Teachers’ Well-Being and Social–Emotional Competence

Committed and satisfied teachers have been increasingly recognized as valuable assets in enhancing the effectiveness of schools and adapting to evolving education reforms. This study investigates how and under what conditions principals’ authentic leadership contributes to teachers’ organizational commitment. Valid data collected from 476 teachers in seven primary schools in mainland China were analyzed using structural equation modeling (SEM), regression analysis and bootstrapping tests. The results yielded a partial mediation model, finding a significant direct effect of principals’ authentic leadership on teachers’ organizational commitment and an indirect effect through the mediating role of teachers’ well-being. Moreover, teachers’ social–emotional competence positively moderated the relationship between principals’ authentic leadership and teachers’ organizational commitment. This study underscores the theoretical importance of teachers’ affective pathways and the boundary condition linking principals’ authentic leadership to teachers’ organizational commitment, while it also offers practical recommendations for school leaders.

• Publication year

  2024

• Venue

  Behavioral Science

• Publication date

  2024-09-24

• Fields of study

  Medicine, Education

• Identifiers
  DOI 10.3390/bs14100862PMID 39457734PMCID 11505086
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

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