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EXPLORING THE EFFECTS OF PRINCIPAL LEADERSHIP, SCHOOL CLIMATE, TEACHERS' PSYCHOLOGICAL FACTORS ON TEACHERS' JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT

Diya Dou, Geert Devos, Martín Valcke

Abstract

This study examines the relationship between principal leadership, school climate, teacher psychological factors, teachers' job satisfaction and organizational commitment under the context of school autonomy reform. A path model has been developed to define the relationships between principal leadership and teachers' outcomes via mediating variables. We collected the data through a survey carried out in 26 senior secondary schools in China. In total 528 teachers and 59 principals and assistant principals participated. The results suggest a significant influence of instructional and transformational leadership on teachers' job satisfaction and organizational commitment, mediated by the indirect impact of school climate and teachers' self-efficacy.

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Key concepts: Transformational leadership, Job satisfaction, School climate, Organisation climate, Psychology, Organizational commitment, Autonomy, School teachers