A CORRELATIONAL STUDY OF TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL COMMITMENT AMONG TEACHERS IN SELECTED HIGH SCHOOLS IN BEIJING, CHINA

Abstract

This study aimed to examine the relationship between transformational leadership and organizational commitment among teachers and educational personnel in high schools in Beijing, the People’s Republic of China. A quantitative survey research design was employed, with a sample of 320 respondents drawn from a population of 604 using Yamane’s formula. Data were collected through a structured questionnaire measuring transformational leadership across four dimensions, including idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, and organizational commitment across three dimensions, namely affective, continuance, and normative commitment. Descriptive statistics and Pearson’s correlation analysis were used for data analysis. The results indicated that respondents perceived both transformational leadership and organizational commitment at a high level. Furthermore, a very strong positive relationship was found between transformational leadership and organizational commitment, with a statistically significant correlation at the .001 level. All dimensions of transformational leadership were significantly correlated with all dimensions of organizational commitment, suggesting that leadership behaviors play a crucial role in enhancing teachers’ emotional attachment, perceived obligation, and intention to remain with the organization. These findings support transformational leadership theory and Social Exchange Theory, indicating that when school leaders provide vision, support, and motivation, teachers are more likely to reciprocate with higher levels of commitment. The study suggests that educational administrators should adopt transformational leadership practices to strengthen organizational commitment and improve overall school effectiveness.

Keywords: Transformational Leadership, Organizational Commitment, CHINA