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A Study of the Transformational Leadership, Teachers' Commitment, Teacher Efficacy, and Social-Emotional Competence in China

Fri, April 22, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Division Virtual Rooms, Division A - Section 1: Leadership Virtual Paper Session Room


Under the dual impact of the transformation of China's social environment and changes in the teacher personnel system, teachers’ commitment to school organizations has changed dramatically. How to effectively enhance teachers’ organizational commitment is an urgent concern for current educational administrators. Based on Collins’ interactive ritual chain theory and a quantitative research paradigm, this study explored the relationships among principal transformational leadership, teachers' organizational commitment, teaching efficacy, and teachers’ social-emotional competence. The results found that: principal transformational leadership had a significant positive predictive effect on teacher organizational commitment; teacher efficacy played a partially mediating role between principal transformational leadership and teacher organizational commitment; and teacher socio-emotional competence had a positive moderating effect between principal transformational leadership and teacher organizational commitment.