Transformational Leadership And Teachers' Organizational Commitment:the Mediating Role Of Person-Organizational Fit

As a psychological bond linking teachers and schools,teacher commitment is not only the best indicator of teacher flow,but also closely related to teachers' work attitude,work performance,and student achievement,thus affecting the effectiveness and effectiveness of the school to a certain extent.The teachers' commitment towards organization will largely be influenced by the behavior of transformational leadership.At the same time,the school principal who is ultimately responsible for the implementation of quality education in school is also the head of the school's development and reform.Research confirms that transformational leadership plays an important role in reshaping school organizations.This leadership behavior is conducive to the formation of the school culture and organizational structure with mutual trust,mutual respect,and cooperation.In order to measure the subjective interaction between the school and the teacher,from the perspective of interaction and intermediate level research,the “person-organizational(P-O)fit” variable is used to explain the compatibility between the teacher and their school,and to explore how P-O fit will mediate the relationship between transformational leadership of principals and teachers' organizational commitment.Based on the literature,and the theory of social exchange,the theoretical framework of transformational Leadership influencing teachers' organizational commitment was constructed with the idea of "principals' behaviors ?school-teacher interaction ? teachers' attitude".This paper puts forward 24 relationship hypotheses,which mainly explore the impact of the transformational leadership of the principal on the organizational commitment of the teacher and the mediating role of the P-O fit in the relationship between the two.With reference to relative scales at home and abroad,a questionnaire was designed to investigate junior high school teachers in the X city and Y city in the Western China.A total of 436 valid sample data were obtained.With Stata,a statistical analysis software,based on the reliability and validity test and sample homology bias test,the structural equation model was used to empirically test the hypothesis model proposed in this paper.The empirical results show that of the 24 hypotheses,18 are supported by data and6 are not supported: The transformational leadership of principals has a significant positive impact on teachers' affective,normative and continuance commitment,in which the positive impact of transformational leadership on teachers' affective commitment is most obvious,followed by the normative commitment;demand-supply fit and requirement-ability fit have a positive impact on teachers' affective,normative and continuance commitment,among which demand-supply fit has a greater impact on affective commitments,and requirement-ability fit has greater predictability for normative commitments;value-fit does not have a significant positive impact on teachers' organizational commitment;demand-supply fit and requirement-ability fit play a mediating role in the relationship between principals' transformational leadership and teachers' organizational commitment.According to the influence of the principal's transformational leadership on teachers' organizational commitment,the strategies for the promotion of the teacher's organizational commitment are proposed from the principals,teachers,and the school's human resources management.First,the principal must fully understand the elements of the transformational leadership and constantly improve their own transformational leadership behavior through the school governance practice and the principal training courses.Second,we must strengthen the flexibility of school human resources management and pay attention to the teacher-school dynamic adaptation process.Finally,as teachers,we must profoundly realize the importance of our subjective initiative in the formation of organizational commitments,strengthening conscious awareness,and increasing the organizational commitment in the interaction with the teaching schools.