Using the bootstrapping method, the indirect effects of both transformational leadership and passive-avoidant leadership on affective and normative commitment via perceived stress were found to be significant. The hypothesized mediation model was tested using structural equation modeling. Data were collected from 232 white and blue-collar employees working at regional divisions of a privatized organization, monitoring Turkey’s electricity distribution services. While leadership styles are treated as predictors of commitment, perceived stress is treated as a mediating factor in understanding the underlying mechanism of commitment.
The current study tests an integrative model that considers the plausible effects of transformational and passive-avoidant leadership styles on employees’ affective, normative, and continuance commitment to the organization. Ozge Tayfur Ekmekci Selin Metin Camgoz Semra Guney Mustafa Kemal Oktem The Mediating Effect of Perceived Stress on Transformational and Passive-Avoidant, Leadership-Commitment Linkages Therefore, future studies could use the exploratory sequential mixed methods research design to explore how school principals use social justice, distributed, Junzi, and transformational leadership in the K-12 school contexts in the United States and China. They also need to shift from power and authority to transformational, distributed, social-justice, and Junzi leadership and from student testing score sole evaluation system to integrated teaching pedagogical support system for delivering high-quality teaching. Finally, this study found that school principals need to shift from the high testing score to emphasize educational core values.
Further, this study found that principals use three strategies to build a professional learning community: (1) communication, (2) value-based policy, and (3) engagement with a high salary and support program. In addition, findings show that principals play three major roles: (1) reconciling top-down policy intent role (2) head role (3) mediating role. Findings show that principals face three major challenges: (1) high exam score culture and top schools cause disengagement and lose educational core values (2) parent high expectation causes difficulty of school growth (3) lack of enough educational resources cause insufficient administration, teaching, and learning. The semi-structural interview protocol was used to collect data from Chinese principals (N = 12) to investigate their challenges for school practical recommendations. This basic qualitative study explores Chinese high school principals' concepts, experiences, and opinions in building a professional learning community for student achievement in China.