The influence of transformational leadership and teachers' trust in principals on teachers' working commitment

The increasing enrollment in Government Funded Religious Schools (GFRS) in Malaysia has increased the demands on teachers and principals. Effective school leadership is crucial for maintaining high levels of teacher commitment. This study focuses on the relationship between principals' transformational leadership (TL), teachers' trust in their principals (TT), and teachers' working commitment (WC). While prior research suggests a positive link between TL and WC, with TT potentially mediating this relationship, evidence supporting this assertion remains limited, especially within the GFRS context in Malaysia. Therefore, this study aims to investigate the levels of TL, TT, and WC among GFRS teachers in Selangor and to examine the mediating role of TT in the relationship between TL and WC. The study's significance lies in addressing the gap in literature concerning this relationship within a specific educational setting, contributing to a better understanding of how leadership styles affect teacher motivation and retention in GFRS. Understanding these dynamics is crucial for improving school performance and ensuring the continued success of GFRS in meeting the educational needs of students.

Existing research highlights the importance of effective leadership in organizational success, particularly in education. Studies indicate that strong leadership enhances teachers' trust in principals, positively impacting their commitment. Transformational leadership, characterized by charisma, individual consideration, intellectual stimulation, and inspirational motivation, is often associated with positive outcomes. However, the mediating role of teacher trust remains debated. Social Exchange Theory emphasizes the importance of trust in sustaining interpersonal relationships, influencing attitudes and behaviors. Previous studies on GFRS principals' transformational leadership have yielded mixed results, with some indicating high levels of commitment and others reporting average or lower levels. The current study aims to provide more clarity on the relationship between TL, TT, and WC within the context of GFRS in Selangor, addressing the inconsistencies in the existing literature.

This study employed a survey research design using a questionnaire administered to 297 teachers in GFRS in Selangor, Malaysia, selected using a stratified random sampling technique. The sample size was determined based on Krejcie and Morgan's (1970) table. The questionnaire adapted items from the Multifactor Leadership Questionnaire (MLQ) Form 5X-Short (Avolio & Bass, 2004), the Trust in Teams and Trust in Leaders Scale (Blais & Thompson, 2009), and instruments developed by Mujir (2011) and Ami et al. (2016) to measure TL, TT, and WC, respectively. A 5-point Likert scale was used. Data cleaning involved handling missing data using the expectation-maximization approach. Descriptive statistics (means, standard deviations, frequencies, percentages) were used to determine the levels of TL, TT, and WC. Inferential statistics, including regression analysis and predictive accuracy (R2), were employed to examine the relationships between the variables. Mediation analysis, utilizing Baron and Kenny's (1986) causal steps and Preacher and Hayes's (2004) bootstrapping analysis with 5000 samples, was conducted to determine the mediating role of TT. Ethical approval was obtained, and informed consent was secured from all participants.

The overall levels of TL (M=4.077, SD=0.533), TT (M=4.070, SD=0.521), and WC (M=4.188, SD=0.413) were all high. Regression analysis revealed that TL significantly predicted TT (B=0.867, SE=0.026, p<0.05) and WC (B=0.361, SE=0.083, p<0.05). Approximately 29% of the variance in WC was explained by TL (R2=0.290). However, TT did not significantly predict WC (B=0.064, SE=0.085, p>0.05). The mediation analysis showed that the indirect effect of TL on WC through TT was not significant (B=0.055, SE=0.071, 95% CI -0.080, 0.199).

The findings demonstrate high levels of TL, TT, and WC among GFRS teachers in Selangor. The significant positive relationship between TL and both TT and WC aligns with previous research showing that transformational leadership fosters trust and commitment. The lack of a significant mediating effect of TT on the relationship between TL and WC is noteworthy. This suggests that while TL positively impacts teacher trust, trust itself may not be the primary mechanism driving WC in this context. Other factors, such as group dynamics within the school, teacher-staff interactions, teacher-parent relationships, and working conditions (including workload), are likely influencing teachers' commitment. These findings highlight the complexity of factors contributing to WC and suggest that a holistic approach is needed to enhance teacher commitment.

This study provides valuable insights into the relationships between TL, TT, and WC in Malaysian GFRS. While TL significantly influences both TT and WC, TT does not mediate the TL-WC relationship, suggesting other critical factors affecting WC. Future research should explore these factors, including group dynamics, teacher workloads, and the broader school environment, to gain a more comprehensive understanding of what drives teacher commitment. The high levels of TL, TT, and WC in this sample provide a positive benchmark for GFRS, highlighting the importance of continued efforts to cultivate a supportive and positive school environment.

The study's limitations include its focus on a specific region (Selangor) and type of school (GFRS) in Malaysia. The findings may not be generalizable to other contexts or types of educational institutions. The cross-sectional nature of the study limits the ability to establish causal relationships definitively. The reliance on self-reported data through questionnaires might introduce potential bias. Future research using a larger, more diverse sample, longitudinal designs, and potentially qualitative methods could strengthen the findings and enhance generalizability.