Abstract
Leadership is a key to school’s success because it shapes employees’ behavior and their commitment to their work. Among different leadership theories, transformational leadership stands out for its focus on inspiring and motivating people to work toward common goals. This study aimed to examine the extent to which transformational leadership is practiced, the level of teachers’ job commitment, and the relationship between these variables. A convergent mixed-methods design integrating descriptive and correlational type was used. Data were collected concurrently from 38 purposively selected school leaders and 138 teachers included through comprehensive sampling. Questionnaires, interviews, and focus group discussions were employed to ensure data triangulation. For quantitative data, one-sample t-tests, Pearson’s correlation, and multiple linear regressions were used. Qualitative data were thematically analyzed. The results showed that school leaders practice transformational leadership to a considerable degree, and teachers are highly committed to their jobs. The study found that all four key aspects of transformational leadership had a positive and statistically meaningful relationship to teachers’ job commitment (p < .05). Together they explained more than half (51.5%) of the differences in teacher commitment levels (R2 = .515). Hence, the study contributes to the theoretical understanding of how transformational leadership influences teacher commitment in secondary schools. This suggests that strengthening transformational leadership that fit the specific environment can help boost teacher commitment. It is also recommended to conduct further investigation into other factors that might influence teacher commitment in similar school settings.
Keywords
Background of the Study
Leadership is all about influencing how employees act to help an organization reach its objectives. It has been seen as a critical determinant of organizational effectiveness, demonstrating a strong positive association with employee satisfaction, commitment, and overall performance (Choudhury, 2024). When it comes to different leadership styles, transformational leadership really stands out because it focuses on inspiring and motivating people to work toward shared goals. Transformational leadership is a multidimensional topic that calls for a solid grasp of its core ideas. This style was first developed by Burns (1978) and later built upon by Bass (1985). It’s a way of leading that encourages followers to put aside their personal interests for the sake of the group’s overall goals. This approach really emphasis how important things like having a clear vision, building trust, fostering innovation, and supporting individual growth are for making an organization perform better (Northouse, 2022). Bass (1985) actually pinpointed four main dimensions of this model: idealized influence, where leaders set an ethical example and earn the respect of their teams; inspirational motivation, which is about leaders articulating a compelling and meaningful picture of the future; intellectual stimulation, where leaders push for creativity and critical thinking; and individualized consideration, where leaders offer personalized support and mentorship to each person.
Transformational leadership has been widely recognized for its positive effects on both organizations and educational settings. Studies consistently show that this type of leadership is closely linked to happier employees, stronger commitment to their organization, and better performance (Choudhury, 2024; Ng, 2022). In schools, transformational leadership really makes a difference by boosting teacher motivation, encouraging professional growth, and improving student academic results (Leithwood & Sun, 2012; Liu et al., 2023). Recent research also emphasized how important this leadership style is in schools that are constantly changing and pushing for reforms. In these environments, transformational leaders are key to creating a common vision, encouraging teamwork, and driving innovation in teaching and learning (Leithwood & Sun, 2023; Nguyen et al., 2023).
Successfully putting transformational leadership into practice, though, hinges on having a supportive organizational culture, strong communication abilities, and a readiness to adapt to changing circumstances (Leithwood & Sun 2018). It also needs to be customized to fit the unique needs, goals, and situations of each educational setting. When used effectively, transformational leadership builds trust, empowers people, and creates a shared vision, which in turn helps boost teacher commitment, student success, and the organization’s overall strength (Khan et al., 2021; Leithwood & Sun, 2023). Given the increasing pressure for accountability and ongoing improvement in education, transformational leadership continues to be a vital approach for making real and lasting changes in schools.
Teacher job commitment, meanwhile, has emerged as a critical determinant of teaching effectiveness and student academic achievement. Teachers who are truly committed tend to put a lot of heart into their jobs, stick around at their schools for longer periods, and keep learning and getting better at what they do (Altun, 2017; Mihreteab, 2020). Teacher commitment is often defined as the psychological attachment to the goals and values of the school, reflected in a teacher’s willingness to exert effort on behalf of students and the institution (Sinha, 2015). Moreover, that commitment viewed as the emotional bond and dedication teachers feel toward their work and their students is widely accepted as a crucial element that shapes student success and how effective a school is overall (Altun, 2017; Mihreteab, 2020). This dedication isn’t developed in a vacuum; it’s influenced by things like supportive leadership, good relationships with colleagues, feeling valued, manageable workloads, and chances to grow professionally (Metin, 2017).
Research clearly shows that transformational leadership really makes a difference in how committed teachers are to their jobs. It helps by creating a positive school atmosphere, boosting teachers’ motivation, and encouraging them to be innovative and keep learning (Ng, 2022; Nguyen et al., 2023). Certain key behaviors leaders use like idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration are connected to teachers feeling better about their jobs, being more satisfied, and truly buying into the school’s goals (Tadesse et al., 2021). This type of leadership also helps teachers feel more committed by fostering trust, making them feel empowered, and giving them a sense of belonging in the school community (Tadesse et al., 2021). Principals who act in these transformational ways like recognizing teachers’ individual efforts, encouraging teamwork, and pushing for new ideas can significantly boost how emotionally and professionally invested teachers feel in their work. When teachers feel supported and inspired, they often have a stronger sense of purpose and are more dedicated to the school. This positive attitude naturally helps improve student learning and makes the school run more effectively overall (Leithwood & Sun, 2023).
Although research worldwide clearly shows that transformational leadership boosts teacher job commitment, there’s a noticeable gap when it comes to studies in Ethiopia. While a couple of local studies have touched on leadership and motivation in general (for instance, Shawaye, 2018; Tesfaye, 2009), the specific link between transformational leadership style and teachers’ commitment to their jobs in secondary schools hasn’t been thoroughly explored. This lack of research is especially clear in rural and semi-urban areas like Banja Woreda, where we don’t really know how capable school principals are in leading their schools. To make matters more complicated, Ethiopian teachers often face tough working conditions, such as low pay and overwhelming workloads (Kassahun et al., 2021). These issues are made worse by broader problems like insufficient training, school leaders having limited freedom to make decisions, and a weak connection between leadership and how well students perform (MoE, 2010; Teferra et al., 2018). Given all these challenges, it’s really important to find out how transformational leadership is actually used in these particular environments and what impact it truly has on teachers’ commitment to their jobs. So, this study is designed to fill in that missing piece of the puzzle by providing specific insights into the relationship between transformational leadership and teacher commitment in Banja Woreda, Ethiopia.
Research Questions:
To what extent do school leaders actually practice transformational leadership in Banja Woreda secondary schools?
What’s the current state of teachers’ job commitment in Banja Woreda secondary schools?
Is there a significant relationship between school leaders’ transformational leadership practice and the job commitment of teachers in Banja Woreda secondary schools?
Conceptual Foundation of the Study
This study examines the relationship between transformational leadership and teachers’ job commitment in Banja Woreda secondary schools in Ethiopia. It is based on a combined theoretical framework that includes transformational leadership theory (Bass, 1985; Burns, 1978) and organizational commitment theory (Meyer & Allen, 1991). Together, these theories can show how the behaviors of school leaders influence teachers’ emotional ties to their schools and their commitment to organizational goals.
According to Burns (1978) and Bass (1985), transformational leadership is a leadership approach that uses vision building, intellectual engagement, ethical role modeling, and individualized support to inspire and motivate teachers to put shared school goals ahead of their own interests. Four dimensions such as idealized influence, intellectual stimulation, inspirational motivation, and individualized consideration are used to operationalize transformational leadership in accordance with Bass’s model. Empirical research indicates that these dimensions positively impact teachers’ attitudes and organizational commitment. These dimensions represent distinct but complementary mechanisms through which leaders affect teachers’ psychological and professional orientations. In school context, these factors serve as complementary mechanisms that affect teachers’ professional attitudes and engagement in educational settings. This is particularly crucial in secondary schools, where intrinsic motivation and professional commitment play a major role in the quality of instruction.
Teachers in Ethiopian secondary schools, especially in rural and semi-urban areas like Banja Woreda, deal with challenges like excessive workloads, few incentives, and limited professional support. Leadership practices become an important institutional resource in these situations. Therefore, it is hypothesized that transformational leadership strengthen teachers’ commitment through the development of trust, a shared purpose, professional growth, and perceived organizational support.
Teachers’ job commitment is defined as their emotional and psychological attachment to their school, which is demonstrated in their willingness to work hard, stay in the profession, and support institutional goals (Meyer & Allen, 1991). While organizational commitment is multidimensional, this study emphasis affective commitment because of its strong correlation with motivation, perseverance, instructional effectiveness, and school improvement, even though organizational commitment is multifaceted (Sinha, 2015). This emphasis is consistent with the study’s focus on relational and leadership-driven motivational processes rather than attachment based on obligation or cost.
This theoretical connection is supported by empirical data from Ethiopian and similar educational contexts. Previous research in comparable educational settings shows that teachers’ organizational commitment is greatly influenced by leadership practices. For instance, Berhanu et al. (2023) demonstrated that empowerment-related leadership behaviors’ reinforce teachers’ commitment, while Berhanu (2023) discovered that leadership affects teachers’ job performance through organizational commitment. Similarly, Emiru and Berhanu (2025) emphasized organizational commitment as a crucial mechanism by which leadership influences broader educational outcomes. These results highlight the fact that teacher commitment is a result of leadership-teacher interactions rather than just an individual trait.
It is anticipated that transformational leadership will influence teachers’ commitment to their jobs at the school level through various psychological processes. Intellectual stimulation increases professional autonomy and intrinsic motivation; idealized influence cultivates trust and value alignment; inspirational motivation fosters a shared vision and purpose; and individualized consideration enhances perceived organizational support. When taken as a whole, these mechanisms offer a logical explanation for the proposed connection between transformational leadership and secondary school teachers’ commitment to their jobs in Banja Woreda.
Therefore, the conceptual framework is directly in line with the research questions of the study: (a) how much transformational leadership is practiced by school leaders, as operationalized through its four dimensions; (b) how committed teachers are to their jobs; and (c) how transformational leadership and job commitment are related. The study provides a theory-driven explanation by connecting leadership behaviors’ to underlying organizational element-teachers’ commitment to their jobs.
Significance of the Study
This research aims to shed light on important questions and make a real difference in leadership training, teacher motivation, and policy decisions within Ethiopia’s school system. Firstly, the study hopes to help school leaders, education experts, and policymakers get a clearer picture of how transformational leadership is actually being used in secondary schools across Banja Woreda. By looking closely at the actions and strategies of school principals, the research might uncover both what’s working well and where improvements are needed. This understanding could be incredibly useful for designing focused leadership development programs and creating training materials that help build these transformational leadership skills. Secondly, by checking in on how committed teachers feel to their jobs right now, the study could provide valuable information about their emotional, professional, and organizational ties to teaching. This insight is key to boosting the quality of education school. School leaders could use these findings to put into place smart strategies aimed at boosting teacher morale, helping them stay in the profession longer, and making their teaching even more effective. Third, by looking at the link between transformational leadership and how committed teachers are to their jobs, this study could offer valuable insights. It aims to deepen both the theoretical understanding and practical knowledge of how a leader’s style affects teacher behavior. The results might help us figure out if transformational leadership is a truly effective way to boost teacher engagement, even in schools that don’t have many resources. Plus, the findings could give solid evidence to help the schools develop better policies and strategies, ultimately leading to more effective leadership and happier teachers. Overall, this research could serve as a useful guide for future studies at various levels and help inform decisions based on solid evidence within Ethiopia’s school system.
Research Methods
Research Approach and Design
The study employed a convergent mixed methods approach (also referred to as parallel or concurrent), which allows for the simultaneous collection of both quantitative and qualitative data. Integration occurs at the interpretation stage, where findings from both strands are merged to provide a deeper understanding of the research problem (Creswell, 2012). This approach leverages the strengths of one data type to compensate for the weaknesses of the other, providing a more comprehensive understanding of transformational leadership practices and teachers’ job commitment.
Within the convergent mixed methods approach, the study adopted a mixed method design, combining descriptive survey and correlational research designs. The descriptive survey design was used to examine current transformational leadership practices among school leaders and the level of teachers’ job commitment in Banja Woreda secondary schools. Descriptive surveys are well-suited for gathering information on the status of phenomena and describing existing variables or conditions (Creswell, 2014), providing a snapshot of participants’ current thoughts, feelings, or behaviors (Babbie, 2017). This component of the design addressed the first two research questions, specifically: to what extent do school leaders in Banja Woreda secondary schools practice transformational leadership, and what is the current level of teachers’ job commitment in these schools. In addition, the correlational design was employed to investigate the relationship between transformational leadership practices and teachers’ job commitment. Correlational research is appropriate when the objective is to determine the strength and direction of relationships between variables without manipulation, and it specifically addressed the third research question: is there a meaningful link between transformational leadership and teachers’ job commitment in Banja Woreda secondary schools. Qualitative data were collected to provide contextual explanations and deeper insights into patterns observed in the quantitative data, ensuring a thorough interpretation of the research phenomenon.
Target Population, Sampling Procedure, and Sample Size
The target populations involved in this study were teachers and school leaders working at secondary schools in Banja Woreda, which is in the Amhara Region of Ethiopia. Banja Woreda was purposively selected as the study area due to the limited availability of empirical research on transformational leadership and teacher commitment in this context, as well as its manageable number of secondary schools, which allowed for comprehensive data collection. According to the Banja Woreda Education Office’s annual stats report for 2022/23, there are four secondary schools: Satma Dangia, Gagasta Surta, Askuna, and Kidamaja. Satma Dangia Secondary School had 37 teachers (23 men and 14 women) and 14 school leaders (9 men and 5 women). In Gagasta Surta Secondary School, there are 21 teachers (18 men, 3 women) and 5 male school leaders. In Askuna Secondary School, there are about 30 teachers (21 men, 9 women) and 7 male school leaders. Kidamaja Secondary School had 54 teachers (38 men, 16 women) and 14 school leaders, which included 12 men and 2 women. Thus, the total target population consisted of 182 participants, including 142 teachers and 40 school leaders (BWEO, 2022/23). From the target population, a total of 176 participants—comprising 38 school leaders and 138 teachers—were included in the study using comprehensive and purposive sampling techniques.
Regarding sampling procedure, for the quantitative component, comprehensive sampling was employed for teachers due to the manageable population size, allowing all teachers to be included and minimizing sampling bias, allowing to gather information from everyone and ensure it was accurate, complete, and truly representative (Saunders et al., 2015). This type of sampling is really useful in situations like this, as it gets rid of any potential biases and makes the findings more applicable to the wider area studied (Creswell, 2014). School leaders were selected using purposive sampling, as they held formal leadership roles and possessed direct experience relevant to transformational leadership practices.
For the qualitative component, a subset of participants was selected from the sampled teachers and school leaders based purposively based on quantitative results. This sampling technique was appropriate because it enabled the selection of participants occupying formal leadership positions and possessing relevant experience with transformational leadership. Purposive sampling allows researchers to intentionally select individuals based on their roles, expertise, and capacity to provide rich and meaningful information aligned with the objectives of the study (Heather, 2019).
Instrumentation
To gather the information needed for this study, we used a mix of methods that captured both numbers and personal insights. This included giving out questionnaires, conducting semi-structured interviews, and holding focus group discussions. The questionnaire was the main tool for collecting numerical data about transformational leadership behaviors and how committed teachers felt to their jobs. It had 21 questions with fixed answers, covering four key areas of transformational leadership: inspirational motivation (6 items), idealized influence (4 items), individual consideration (7 items), and intellectual stimulation (4 items). In addtion, there were 12 questions specifically to measure teacher job commitment.
The tools used in this study were based on ones developed earlier by Roble (2022) for transformational Leadership and Ayele (2014) for teacher job commitment. Before giving out the questionnaires, they were checked by an English language expert and then translated into Amharic to make sure they were easy to understand for the participants taking part. The translation was confirmed by three separate Amharic language specialists. Additionally, a pilot study was run with 30 individuals (10 school leaders and 20 teachers) from Agewmider, Injibara, and Zaguye secondary schools to test how reliable the research tools were before using them fully. Using SPSS, we checked how consistent the results were with Cronbach’s alpha and found that the reliability levels were good: .704 for inspirational motivation, .710 for idealized influence, .712 for individual consideration, .706 for intellectual stimulation, and .716 for teachers’ job commitment. All in all, the tools showed strong internal consistency (α = .738). We also looked at how appropriate the questions seemed by getting input from senior experts in the field. This helped spot any unclear or confusing questions, which were then improved with help from two experienced specialists. Based on these checks, one question from the intellectual stimulation part and four from the job commitment part were taken out to make the tool more valid. Suggestions from the experts also helped refine the wording, layout, and overall relevance of the questions. Moreover, reliability analysis for main study using Cronbach’s alpha showed excellent internal consistency for the instruments, with an overall alpha coefficient of 0.943. Individual reliability coefficients for transformational leadership components ranged from 0.850 (intellectual stimulation) to 0.891 (inspirational motivation), while teachers’ job commitment yielded 0.848, indicating that the measures were both reliable and valid for the study (Own Survey, 2023).
For the qualitative part of the study, we crafted two open-ended questions to go with the main questionnaire. The researcher also developed protocols for semi-structured interviews and focus group discussions (FGDs), all designed to align with the research objectives. Everything was translated into Amharic to prevent any misunderstandings. We interviewed five school leaders (principals, vice principals, and supervisors) specifically chosen for this study secondary schools. Each interview took about 40 min. Moreover, we held focus group discussions with 16 participants: six school leaders and 10 teachers. These sessions ran for roughly an hour each. The aim was to get detailed insights on transformational leadership practices and teachers’ commitment to their jobs. Using both quantitative and qualitative tools helped us cross-check our findings and make our overall analysis more robust (Cohen et al., 2007; Creswell, 2009; Kahn, 2003).
Method of Data Analysis
The researcher used a mix of descriptive and inferential statistics to analyze the data. To get a clear picture of the participants’ backgrounds, we applied descriptive methods like frequency and percentages. To address research questions, one-sample t-tests were used to see transformational leadership practices and teacher commitment levels. Pearson correlation tests were used to check out the connections between different variables. Multiple regressions were used to figure out if certain aspects of transformational leadership actually predict teacher commitment. Before we trusted our regression results, we double-checked key assumptions like data being normally distributed, the relationship being linear, having consistent spread (homoscedasticity), and no multicollinearity using histograms, scatterplots, normal probability plots, and Variance Inflation Factor (VIF) stats. Alongside the quantitative data, the researcher also analyzed the qualitative data from open-ended survey questions, interviews, and focus group discussions. We organized these insights thematically, using narration and direct quotes, aligning them with the study’s objectives to add depth to the quantitative findings.
Data Collection Procedure
Both qualitative and quantitative data were collected. Quantitative information was collected from a teacher and school leader survey. The questionnaires were developed for the main study variables and administered face-to-face to obtain a satisfactory return rate. Semi-structured interviews and focus group discussions (FGDs) were used to generate quantitative data from purposively sampled participants in order to gain an understanding of the phenomenon being studied. Prior to data collection, ethical approval was obtained from the relevant authorities, and informed consent was secured from all participants. Participants were assured of confidentiality and anonymity. All data collection activities were conducted during regular school hours following standardized procedures to ensure consistency and reliability.
Ethical Considerations
Ethical guidelines were followed throughout the study. This meant getting permission from school leaders and the educational department first. We also made sure participants stayed confidential by keeping their data anonymous. Everyone was clearly told that taking part was entirely voluntary and that they could leave the study whenever they wanted. The objectives of the research were explained upfront, and any information collected was only used for this research. Finally, we made sure to give proper credit to all sources to maintain academic honesty.
Results and Discussion
This section presents the findings of the study, beginning with the characteristics of the respondents and followed by the analysis and interpretation of the main data along with discussion. The study in Banja Woreda secondary schools involved 176 participants, made up of 38 school leaders and 138 teachers. When we look at the gender, male were definitely the majority. Specifically, 81.6% of school leaders were male and only 18.4% were female. This pattern held for teachers too, with 69.6% being male and 30.4% female, showing that overall, men outnumbered women in both groups. Moving on to experience, most school leaders (52.6%) had between 11 and 15 years under their belts. Another 18.4% had 10 years or less. Then, smaller groups of 13.2% and 15.8% had experience levels between 16 to 20 years and over 20 years, respectively. The teachers followed a similar pattern: the largest group (56.5%) also had 11 to 15 years of experience. Around 24.6% had less than 10 years, 17.4% had 16 to 20 years, and just 1.4% had over 20 years in the profession. Regarding their educational backgrounds, most school leaders (73.7%) held a first degree, while a quarter (26.3%) had a master’s degree. For the teachers, the vast majority (91.3%) were first-degree holders, with only 8.7% having achieved a master’s degree. These findings suggest that the majority of both school leaders and teachers in the study area were male, had moderate work experience primarily ranging from 11 to 15 years, and possessed a first-degree qualification, highlighting the demographic and professional characteristics that may influence leadership and job commitment dynamics in the schools studied.
Transformational Leadership and Teachers Job Commitment Practice
The first research question aimed to examine the extent of school leaders’ actual practice of transformational leadership. To address this, one-sample t-test was conducted, and the results are presented in Table 1. For inspirational motivation, both school leaders (with an average score of 3.715) and teachers (with an average of 3.605) scored significantly higher than the expected mean score of 3. This tells us that school leaders show a pretty good ability to inspire their teams (p < .05). Similarly, for “idealized influence,” the average scores were 4.013 for leaders and 3.618 for teachers, both significantly above the expected mean (p < .05). This suggests that school leaders are seen as role models who earn the trust and respect of their staff. For individual consideration, and again, the average scores for leaders (3.778) and teachers (3.579) were significantly higher than the test value (p < .05). This indicates that school leaders pay attention to the personal needs and professional growth of their teachers. Finally, the results for intellectual stimulation showed significant average scores too: 3.697 for leaders and 3.547 for teachers (p < .05). This indicates to school leaders encouraging creativity and critical thinking among their staff.
One Sample t-Test for Transformational Leadership Dimensions and Teachers Job Commitment.
Source. Own Survey (2023).
The qualitative findings got further backing. One principal put it this way: “As a school principal I am trying my best to be a transformational leader. You see, people who follow this kind of leader really trust them, admire them, stay loyal, and hold them in high regard. They’re even willing to put in more effort than required because of the leader’s unique qualities. All of this happens because a transformational leader doesn’t just offer a way to earn a living; they give their team an exciting goal and a compelling vision” (Interviewee Principal, 2023). That why I am doing my best to be transformational leader. Then a vice principal added, “our principal is really good at sharing fresh ideas and experiences with their staff, and teachers really appreciate that. I always observe our principal while pushing teachers to tackle problems in creative ways, helping them really reach their full potential” (Interviewee Vice Principal, 2023). And a school supervisor stressed that “school leaders need to have solid professional knowledge to actually practice transformational leadership effectively. Thankfully, most school leaders I saw were well-trained in how to lead and transform their schools” (Interviewee Supervisor, 2023).
The participants in the focus group discussion also confirmed that school leaders like principals department heads, assistant principals, and supervisors really understand transformational leadership. They said these leaders use this approach to inspire teachers to go above and beyond. Based on both the quantitative and the insights gathered from qualitative findings, it seems clear that the school leaders in this study are really putting transformational leadership into practice, across all its key aspects. This approach seems to be built on solid professional knowledge, a shared sense of purpose, and effective ways to motivate people.
The second research question aimed to examine the current level of job commitment among teachers in Banja Woreda secondary schools. To analyze the responses, a one-sample t-test was performed. The results, which are summarized in Table 1, show that both school leaders (with a mean score of 3.349) and teachers (with a mean score of 3.404) reported mean scores that were statistically significant and higher than the test value of 3 (p < .05). These findings indicate that teachers in this area display a relatively high level of commitment to their jobs. Interviews with school staff backed up these findings too. One principal noted, “Many teachers simply expect to do their jobs well, even without being told to by the principal, department heads, or others, and they really commit themselves to their tasks without needing recognition from their bosses” (Interviewee Principal, 2023). A vice principal added, “Teachers have a lot of patience in schools because they’re so dedicated to what they do. This suggests that they really want to stay in the classroom for a long time because they value their relationships at work” (Interviewee vice Principal, 2023). Likewise, a school supervisor observed, “Teachers feel deeply connected to their profession, they really love teaching, and they keep their personal feelings and concerns separate from their work. Because of this, the school’s reputation really reflects the teachers themselves” (Interviewee Supervisor, 2023).
In addition, the focus group discussions echoed similar sentiments. The teachers talked about their own drive and feeling of professional duty, really stressing how important teamwork, the school’s overall direction, and the workplace vibe are. Everyone agreed that teachers are dedicated to giving students personalized help, using engaging teaching methods, and acting like the school leaders do. They also asserted that an organization is shaped by its employees and that leadership plays a vital role in promoting commitment. The findings show that teachers often take the initiative in their jobs without needing someone to tell them what to do, showing a strong personal sense of responsibility.
The Relationship Between Transformational Leadership and Teachers’ Job Commitment
To answer the third research question about the link between transformational leadership and how committed teachers feel to their jobs, we used two main statistical methods: Pearson’s correlation coefficient (r) and multiple regression analyses. The findings showed a strong and very significant positive connection between leaders inspiring and motivating their teams and teachers being more committed to their work (r = .675, p < .001). This suggests that when leaders boost motivation, teachers tend to feel more dedicated. Likewise, a strong positive link was found between leaders setting a good example (idealized influence) and teacher commitment (r = .582, p < .001), meaning teachers are more committed when they admire and trust their leaders. In addition, there was a moderately positive connection between leaders paying individual attention to teachers’ needs (individual consideration) and teacher commitment (r = .456, p < .001). There was also a strong positive relationship between leaders encouraging creative thinking (intellectual stimulation) and teacher commitment (r = .539, p < .001). All these connections were highly significant (p < .001), confirming that every aspect of transformational leadership helps boost teachers’ commitment to their jobs (Table 2).
Pearson Correlation Matrix Between Transformational Leadership and Teachers’ Job Commitment.
Source. Own Survey (2023).
Correlation is significant at the .01 level (2-tailed).
To understand how transformational leadership affects teachers’ commitment to their jobs, we used regression analysis. Before diving into the multiple linear regressions, we made sure the data met the key statistical requirements. We checked for normality by looking at a histogram and a normal probability plot, both of which suggested that the outcome variable was distributed fairly normally. We also examined linearity using a normal P-P plot, and most of the data points lined up along a straight line, which supports a linear connection between the factors studied. For homoscedasticity, we created a scatter plot to see if the residuals were spread out evenly, and they were no funnel shape was present, which means the variance was consistent. Lastly, multicollinearity issues checked. The Variance Inflation Factor (VIF) scores ranged from 1.692 to 1.737, and the tolerance values were between 0.576 and 0.591 which was within the acceptable range (VIF under 10 and tolerance above 0.1), didn’t spot any multicollinearity issues. These checks indicate that the regression model is sound and ready for further analysis.
Table 3 presents how different independent factors work together to influence teachers’ job commitment. A step-by-step regression analysis was used and tested three different models. The third model fit the data best because it explained the most variance, indicated by its highest R2 value. After adjusting for the number of factors we considered, the adjusted R2 was .515. This tells show that 51.5% of the differences in teachers’ job commitment can be explained by the combined impact of these specific independent variables: inspirational motivation (IN), idealized influence (ID), individual consideration (IC), and intellectual stimulation (ST). This indicates to these aspects of transformational leadership being key drivers of teacher commitment, together explaining about 51.5% of the variation. The other nearly 47.7% of the differences in teacher commitment likely comes from other influences that weren’t part of this particular study.
Model Summary.
Source. Own Survey (2023).
Predictors: (Constant), Inspirational Motivation.
Predictors: (Constant), Idealized Influence, Idealized Influence.
Predictors: (Constant), Idealized Influence, Idealized Influence, Intellectual Stimulation.
A hierarchical multiple regression analysis was performed using statistical software to assess the unique contribution of each predictor variable to teacher commitment. This helped figure out how much each predictor variable contributes uniquely to teacher commitment. The analysis has been done in three steps, and the results are shown in Table 4. A stepwise method was used with a 95% confidence level to fit three regression models one after another. In the first model, inspirational motivation was entered as a predictor for teacher commitment. The results showed that inspirational motivation is a very significant positive predictor of teacher commitment (B = 0.582, SE = 0.048, β = .675, t = 12.071, p < .001). This means that for every one-unit increase in inspirational motivation, teacher commitment is expected to go up by 0.582 units. The tolerance and VIF values (1.000 and 1.000, respectively) confirmed that there was no multicollinearity.
Summary of Hierarchical Multiple Regression Analysis for Variables Predicting Teacher Commitment.
Source. Own Survey (2023).
Dependent Variable: Teacher commitment.
In the second model, idealized influence was included in the analysis. It was found that both inspirational motivation and idealized influence turned out to be important positive factors that predict how committed teachers are to their work. Inspirational motivation continued to be a strong predictor, though its impact was slightly less pronounced than in the first model (B = 0.438, SE = 0.056, β = .509, t = 7.785, p < .001). This slight drop in its coefficients suggests it shares some common ground with idealized influence. Idealized influence itself also significantly predicted teacher commitment (B = 0.243, SE = 0.055, β = .287, t = 4.385, p < .001). It was checked for issues that can sometimes arise when predictors are too closely related, and everything looked fine (Tolerance = 0.663, VIF = 1.508 for both predictors), meaning it was not a concern about multicollinearity problems.
In the final model, intellectual stimulation added to the list of factors we were looking at. After analyzing the results it was found that inspirational motivation, idealized influence, and intellectual stimulation all continued to be significant predictors. However, individual consideration didn’t show enough statistical power and was therefore excluded from the final model. Among the remaining factors, inspirational motivation proved to be the strongest predictor of teacher commitment, with a coefficient of 0.393 (standard error = 0.059, standardized coefficient = 0.456, t-value = 6.617, p < .001). Idealized influence also remained a significant predictor, though its strength was lower, showing a coefficient of 0.197 (standard error = 0.059, standardized coefficient = 0.232, t-value = 3.341, p = .001). Intellectual stimulation made a significant contribution as well, but it was the smallest among the three, with a coefficient of 0.129 (standard error = 0.060, standardized coefficient = 0.149, t-value = 2.173, p = .031). Finally, it was checked for multicollinearity that’s when predictor variables are too closely related to each other. The statistics for all predictors in Model 3 (Tolerance values between 0.576 and 0.591; Variance Inflation Factor values between 1.692 and 1.737) showed that this wasn’t a concern in our final model.
Discussion
This section of the manuscript delves into discussing the study’s results through the lens of prior related research and findings. The discussion is organized around the three main research questions that shaped our work. The study’s theoretical base is rooted in transformational leadership theory, which describes how leaders can inspire, motivate, and shape the attitudes and actions of those they lead. This framework was selected because it directly addresses how leadership actions can impact teacher commitment, providing a lens to understand the issue under investigation. The first question was about how much school leaders in secondary schools within Banja Woreda actually practice transformational leadership. We measured this practice based on its four key components: inspiring motivation, being a role model, providing personal attention, and encouraging innovative thinking. The results revealed that school leaders’ actions aligned with these aspects across all four areas. It is important to note that while school leaders in Banja Woreda showed relatively high levels of transformational leadership, these results should be interpreted cautiously due to contextual differences with other settings.
School leaders demonstrated particularly strong inspirational motivation. This finding aligns with research in Sta. Josefa District, where inspirational motivation scored highest among transformational leadership dimensions (Manalo, 2023), and with global evidence that focusing on shared vision enhances teacher motivation and organizational commitment (Al-Mahdy et al., 2023; Al-Shaibani, 2024). This alignment demonstrates the applicability of transformational leadership theory in explaining teacher commitment in this context. However, local contextual factors such as school culture and resource availability may influence the generalizability of these findings.
Similarly, idealized influence was rated positively by both leaders and teachers. Leaders exhibiting this trait tend to be ethical, consistent, and credible, which helps build trust and commitment (Bass, 2006; Leithwood & Sun, 2018; Yildirim & Gulcan, 2023). Individualized consideration was evident, reflecting leaders’ attention to teachers’ unique needs, supporting motivation, professional growth, and well-being (Nguni et al., 2020; Tupas & Delos Santos, 2023). Intellectual stimulation appeared well-practiced, promoting adaptive teaching and improved student outcomes (Al-Mahdy et al., 2023).
Regarding teacher job commitment, while these findings support international trends, some contrasts with prior research warrant attention. Teacher commitment in Banja Woreda was high, whereas studies in other contexts often report moderate or mixed levels of teacher commitment (Klassen et al., 2012). This discrepancy may reflect contextual factors such as school culture, leadership quality, or community expectations, suggesting caution in generalizing results. Nevertheless, these findings align with research highlighting the resilience and intrinsic motivation of teachers in challenging contexts (Day & Gu, 2010).
The positive relationship between transformational leadership dimensions and teacher commitment aligns with prior research (Judge & Piccolo, 2004; Mokhtar, 2018; Tella, 2007; Yimer, 2015). However, we acknowledge that the correlational design limits causal inferences, and interpretations regarding the strength of transformational leadership should be viewed as indicative rather than definitive. Overall, the theoretical framework helps explain why transformational leadership behaviors are associated with higher teacher commitment and guides interpretation of these findings within the study’s contextual boundaries.
Conclusion, Limitations, Implication, and Future Directions
This study shows that school leaders in Banja Woreda’s secondary schools demonstrated transformational leadership across its four key dimensions. The study also found that teacher’s exhibit high levels of job committed to their jobs. When looking at the different dimensions of transformational leadership, inspirational motivation, intellectual stimulation, and idealized influence were the strongest predictors of teacher commitment, supporting the relevance of transformational leadership theory as a conceptual framework for understanding the relationship between leadership behaviors and teacher outcomes (Bass, 1999; Roble, 2022). Hence, the study makes important theoretical contributions by demonstrating that transformational leadership positively influences teacher commitment in a developing country context, extending evidence from prior research (Ayele, 2014; Cohen et al., 2007; Creswell, 2009).
However, it is important to keep a few limitations in mind when interpreting these findings. For one, the study used cross-sectional design, which limits causal inference. Secondly, the research was only done in secondary schools within Banja Woreda, so we have to be cautious about applying these results to schools in other areas or at different levels. In addition, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were not conducted to validate the instruments locally. For future research, it would be good to use longitudinal designs to better understand cause-and-effect links, include a wider and more varied group of participants, and properly validate the tools using EFA and CFA. It would also be valuable to look into factors that might influence or change the results, like the school’s overall atmosphere, teachers’ motivation, or their job satisfaction. When it comes to practical applications and policy, leadership training and professional development should focus on inspiring vision, modeling ethical behavior, and encouraging innovative thinking, while policymakers should implement ongoing support systems to sustain transformational leadership practices, recognizing that contextual factors may influence their effectiveness.
Footnotes
Funding
The authors received no financial support for the research, authorship, and/or publication of this article.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Data Availability Statement
The data supporting this project's findings and outputs will be made available upon reasonable request from the corresponding author, in accordance with ethical and privacy guidelines.