Examining The Impact of Instructional Leadership on Teachers' Organizational Commitment: Mediating Role of Teacher Trust in Principal and Teacher Motivation

Abstract

This study investigated how schoolteachers organizational commitment is affected by principals instructional leadership practices focusing on trust in principal and teachers’ work motivation as mediators. Researchers collected data from 634 secondary schools’ teachers including Bothe, public and private sectors in Karachi, Pakistan. It was examined that weather organizational commitment is indirectly enhanced by increasing trust in leaders and motivating teachers. The results showed that both the mediators are mediating the relationship between instructional leadership practices and teachers’ organizational commitment. These findings align with global research on educational leadership but also offer localized insights into Karachi’s school systems, where the role of trust and work motivation can be intensified because of lack of resources and cultural dynamics. This study suggested that need based leadership training programs, stressing building trust and transparency, may help in maximizing  teacher commitment in similar situations.