چكيده لاتين
The present study aimed to examine the relationship between principals’ transformational leadership style and teachers’ job performance, with the mediating role of organizational commitment, considering their demographic characteristics in elementary schools of Isfahan. The research employed a descriptive-correlational design. The statistical population included all elementary school teachers in Isfahan. A stratified random sampling method proportional to size was used, and based on Morgan’s table (1970), 341 participants were selected as the sample. The research instruments consisted of Bass and Avolio’s (2000) Transformational Leadership Questionnaire, Patterson’s (1999) Job Performance Questionnaire, Allen and Meyer’s (1990) Organizational Commitment Questionnaire, and a researcher-made demographic questionnaire. Content validity was confirmed by teachers, and the reliability of the transformational leadership, job performance, and organizational commitment questionnaires, measured using Cronbach’s alpha, was 0.86, 0.85, and 0.85, respectively. Data were analyzed using SPSS 24 and SmartPLS software. The findings indicated that there was no direct relationship between transformational leadership and teachers’ job performance (p > 0.05); rather, transformational leadership influenced teachers’ job performance indirectly through the mediating role of organizational commitment (p < 0.05). Moreover, significant positive relationships were observed between transformational leadership and organizational commitment, and between organizational commitment and teachers’ job performance (p < 0.05). Additionally, the analysis revealed that female teachers exhibited higher organizational commitment and job performance compared to male teachers. Differences were also found in teachers’ perceptions of transformational leadership based on gender and age, with women perceiving principals as significantly more transformational and teachers over 50 years old perceiving them as less transformational than younger teachers (p < 0.05) .This study demonstrated that in elementary schools of Isfahan, principals’ transformational leadership does not directly affect teachers’ job performance; rather, this effect is realized through teachers’ organizational commitment. The findings also suggest that teachers’ perceptions of transformational leadership, as well as their levels of commitment and performance, are influenced by demographic factors such as gender and age, highlighting the importance of considering these differences in future planning.
