Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case

By S. Nguni, Peter J. C. Sleegers, Eddie Denessen. 2006

827 citations recorded by the source corpus.

Subfields: Demography, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/a0f57886f2efa7a148667112e68454b2d0234842

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Demography

1. G. Devos
2. H. Zeinabadi
3. Hester Hulpia
4. F. Ebrahim
5. Rusliza Yahaya
6. M. E. Menon
7. Hongbiao Yin
8. Hilde Van Keer

In Organizational Behavior and Human Resource Management

1. M. Bellibaş
2. G. Devos
3. Yan Liu
4. Martin Valcke
5. Diya Dou
6. H. Zeinabadi
7. Keyvan Salehi
8. Hester Hulpia

Citations in the corpus

• The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools (2009, background): “Research on effects of transformational leadership on teachers’ commitment and extra effort has shown that such leadership practices influence teachers’ self-efficacy and internalization of student goals into personal goals (e.g., Geijsel et al., 2003; Leithwood & Jantzi, 2006; Nguni et al., 2006).”
• Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, neutral): “Another factor which has been found to influence teachers ’ relationship satisfaction is the leadership style of a teacher ’ s superior (Bogler 2001; Nguni et al. 2006).”
• The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational Commitment (2011, background): “This importance attributed by teachers to the quality of support is in line with previous findings (Nguni et al., 2006; Singh & Billingsley, 1998).”
• JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT AS ANTECEDENTS OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) OF TEACHERS (2010, background): “Also in predicting OCB, job satisfaction and organizational commitment have been studied both as an outcome and an antecedent variable to each other (Currivan, 1999; Van Scotter, 2000; Ngunia et al., 2006).”
• The effects of principals’ perceived instructional and distributed leadership practices on their perceptions of school climate (2018, background): “…Sleegers et al., 2006), providing consistent evidence in supporting the positive effects of transformational leadership on teachers’ satisfaction (Sleegers et al., 2006; Wahab, Fuad, Ismail,  &  Majid, 2014), self-efficacy, and organizational commitment (Berson & Avolio, 2004; Leithwood &…”
• The relationship between transformational leadership, perceived leader effectiveness and teachers’ job satisfaction (2014, result): “Links between transformational leadership and teacher-related variables were also reported in additional studies on the topic: several studies reported positive links between transformational leadership and job satisfaction (Bogler, 2001; Braun et al., 2013; Nguni et al., 2006).”
• Role of procedural justice, trust, job satisfaction, and organizational commitment in Organizational Citizenship Behavior (OCB) of teachers: Proposing a modified social exchange model (2011, result): “…shows important position of job satisfaction and initially confirms the result of overwhelming previous studies which they have studied job satisfaction as an antecedent to organizational commitment (e.g., Shin & Reyes, 1995; Currivan, 1999) and OCB (e.g., Ngunia et al., 2006; Zeinabadi, 2010).”