A Study of the Value Added by Transformational Leadership Practices to Teachers' Job Satisfaction and Organizational Commitment

Abstract

Based on Bass and Riggio's (2006) Augmentation Model of Transactional and Transformational Leadership, this quantitative study sought to identify the amount of variance in teacher job satisfaction and organizational commitment that can be explained by principals' transformational leadership behaviors, above and beyond the influence of transactional behaviors. Pennsylvania high school teachers totaling 156 and located in five Pennsylvania high schools were surveyed about their job satisfaction and organizational commitment, and about the leadership behaviors in which their principals engaged. The researcher then used hierarchical linear modeling to test the augmentation model within this sample group. The results of this study provide researchers with a replicable method with which to examine this leadership model. They also provide practitioners with actionable guidance on leadership behaviors that can positively influence teachers' job satisfaction and organizational commitment.