Sana'a, Yemen – A groundbreaking study has revealed that transformational leadership among school principals plays a pivotal role in boosting teacher commitment and enhancing sustainable teaching performance across Yemeni public schools.
Published in the international journal Sustainability, the research titled “Impact of Teachers’ Commitment to the Relationship Between Transformational Leadership and Sustainable Teaching Performance” was conducted by a team of international scholars from Gulf University, Bahrain & UTHM, Malaysia, led by Dr. Mohammed Alzoraiki, Abd Rahman, Dr. Ali Ateeq, Dr. Gehad, Dr. Qais and Dr. Baligh The study provides a detailed analysis of how school leadership and teacher dedication intersect to influence long-term educational outcomes.
Leadership as the Catalyst for Change
The research highlights that transformational leadership—characterized by idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—significantly impacts teacher performance. Leaders who practice this style are more likely to inspire, support, and engage teachers, thereby cultivating a more effective and sustainable teaching environment.
Teacher Commitment: The Mediating Force
One of the core revelations of the study is the mediating role of teacher commitment. The findings show that committed teachers not only perform better but also ensure a more resilient and adaptive educational system. Teacher dedication was found to bridge the gap between leadership practices and teaching effectiveness, especially under challenging conditions common in developing nations like Yemen.
Empirical Evidence and Local Impact
Using a sample of 374 teachers from public schools in Yemen and applying advanced statistical techniques (PLS–SEM), the study provides empirical evidence supporting four key hypotheses:
- Transformational leadership positively influences teacher commitment.
- Teacher commitment positively affects performance.
- Leadership has a direct impact on performance.
- Teacher commitment mediates the leadership-performance relationship.
These findings are particularly crucial for Yemen, where political instability and resource constraints have historically hampered educational development.
Recommendations for Policy and Practice
The authors urge educational policymakers to prioritize leadership development in schools. Initiatives like leadership training workshops and performance evaluation frameworks could strengthen the capacity of school principals and administrative staff.
Furthermore, the study calls for structured teacher development programs tailored to Yemen's unique sociopolitical and economic landscape. Emphasizing continuous professional growth, cultural inclusivity, and resource accessibility, such programs could significantly enhance teacher morale and classroom outcomes.
A Model for Developing Nations
As one of the few studies focusing on the Yemeni educational system, the paper sets a precedent for other developing countries facing similar systemic challenges. It provides a practical framework for leveraging leadership and commitment to achieve sustainable teaching performance—a vital component for national growth and future readiness.