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Updated: Jun 9, 2025

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
Published on: September 4, 2019
Promoting Teachers' Organizational Commitment: The Effects of Authentic Leadership, Teachers' Well-Being and
Zeqing Xu1, Nicholas Sun-Keung Pang2
1Department of Education Management, Faculty of Education, East China Normal University, Shanghai 200062, China.
Abstract:
Committed and satisfied teachers have been increasingly recognized as valuable assets in enhancing the effectiveness of schools and adapting to evolving education reforms. This study investigates how and under what conditions principals' authentic leadership contributes to teachers' organizational commitment. Valid data collected from 476 teachers in seven primary schools in mainland China were analyzed using structural equation modeling (SEM), regression analysis and bootstrapping tests. The results yielded a partial mediation model, finding a significant direct effect of principals' authentic leadership on teachers' organizational commitment and an indirect effect through the mediating role of teachers' well-being. Moreover, teachers' social-emotional competence positively moderated the relationship between principals' authentic leadership and teachers' organizational commitment. This study underscores the theoretical importance of teachers' affective pathways and the boundary condition linking principals' authentic leadership to teachers' organizational commitment, while it also offers practical recommendations for school leaders.
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