The Effects of Transformational Leadership of Principal on Teacher OCB

Abstract

The present study aims to examine the effects of transformational leadership of principal on teacher OCB mediated by faculty trust in colleagues. The sample of this study included 254 elementary school teachers in Seoul, Gyeonggi province and several metropolitan cities. The collected data was analyzed depending on the hypothesis, using correlational, exploratory and confirmatory analyses, structural equation modeling (SEM), and Chi-square difference test. The major findings of this study are as follows: First, the initially hypothesized structural model that explains the structural relationship among transformational leadership of principal, faculty trust in colleagues and teacher OCB was found to be a good model, representing the reality. Second, with respect to the dyadic relationships among the three variables, it was revealed that transformational leadership of principal had significant positive effects on faculty trust in colleagues and faculty trust in colleagues in turn had significant positive effects on teacher OCB; however, transformational leadership of principal was found to have nonsignificant effects on teacher OCB. Third, transformational leadership of principal had significant indirect effects through faculty trust in colleagues. Consequently, it was revealed that faculty trust in colleagues fully mediated the effects of transformational leadership of principal on teacher OCB.