PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP STYLE AND TEACHERS’ PERFORMANCE: DO ORGANIZATIONAL CITIZENSHIP BEHAVIOR AND AFFECTIVE COMMITMENT MEDIATE? A CONCEPTUAL FRAMEWORK

Abstract

For more than two decades, the transformational leadership style has become the subject of research interests and empirical examination in the business and education context. To improve the whole in education quality, steps for transformation are taking place in teacher education in almost all developed countries. Transformational leadership behavior represents the most effective leadership style and principal contributor to realizing outcomes in school education. This paper provides a literature review of the direct and indirect influence of transformational leadership on teacher performance through the mediating role of organizational citizenship behavior and affective commitment. The review was done with a proper sequence of past research findings. A detailed discussion on transformational leadership is outlined to furnish the study with the theoretical framework related to leadership. A discussion based on the literature of the empirical findings that have relevance to the study's variables is also outlined. Based on the literature analysis, teachers' performance has a positive impact by the transformational leadership style and organizational citizenship behavior and affective commitment mediate the relationship between the variables. Finally, the review attempt was done to examine the extent of the knowledge contributions in this area and highlight the possible future research direction using appropriate methodology.