Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment

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The present study is a developmental review that aims to conceptualise, using empirical data, the mediating paths connecting effective school leadership (i.e. transformational leadership and distributed leadership) to teachers’ affective and normative organisational commitment. The review is based on empirical studies on teachers’ organisational commitment published in peer-review journals during two decades. Data analysis resulted in an integrative conceptual model where two central paths – socio-affective factors and teachers’ psychological capital – mediated the impact of effective school leadership on teachers’ organisational commitment. This synthesised model, with its higher-level generalisability, extends the scope of previous research and may stimulate interest in new empirical explorations in effective school leadership research.

Original languageEnglish
Pages (from-to)410-429
Number of pages20
JournalEducational Management Administration and Leadership
Issue number3
StatePublished - May 2021

Bibliographical note

Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the Open University of Israel's Research Fund.

Publisher Copyright:
© The Author(s) 2020.


  • Organisational commitment
  • distributive leadership
  • psychological capital
  • school leadership
  • socio-affective factors
  • teachers
  • transformational leadership


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