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This study conducts a comprehensive bibliometric and content analysis of scholarly articles investigating the relationship between leadership and organizational commitment. Utilizing the Web of Science Core Collection database, the research encompasses a rigorous search strategy focused on terms such as "leadership", "distributed leadership", "transformational leadership", and "organizational commitment". We selected a final dataset of 2110 peer-reviewed papers from the management and business domains after filtering through over 10,000 sources. The analysis identifies five key clusters to expand the understanding between leadership and organizational commitment: (1) "The Future of Remote Work and Its Impact on Organizational Commitment", (2) "Authentic Leadership in the Age of Climate Organizational Change", (3) "Job Satisfaction Promotes Leadership and Organizational Commitment by Empowering Attitudes and Perceptions", (4) "Study of Leadership Style and Culture as Antecedents of Organizational Performance", and (5) "Leadership in the Digital Age: Exploring the Intersection of Transactional and Transformational Leadership Styles". This study's originality lies in its extensive bibliometric examination, offering novel insights and guiding future research directions, thereby significantly contributing to the understanding and advancement of the field. [ABSTRACT FROM AUTHOR]

The success of education is largely determined by the performance of quality teachers in planning, implementing, and evaluating learning, maintaining task discipline, and being active in the classroom. This study examined the interrelationships between transformational leadership style, teacher competence, organizational commitment, and teacher performance within educational environments. This quantitative study used the SmartPLS software with the bootstrapping method. A questionnaire was used to collect data from the 75 participants. Transformational leadership has a significant influence on both teacher and organizational commitment. Although competence positively influences organizational commitment, it does not affect teacher performance. Likewise, organizational commitment does not affect teacher performance. Furthermore, Transformational Leadership did not significantly affect Teacher Performance through Organizational Commitment. Similarly, Teacher Competence does not have a significant effect on teacher performance through Organizational Commitment. Understanding these dynamics could enhance strategies for improving teacher effectiveness and organizational outcomes in educational settings. The findings contribute both practically, by informing leadership practices and teacher development programs, and theoretically, by advancing the understanding of the complex relationships among leadership, competence, commitment, and performance in educational contexts.

This study aims to determine the relationship between job satisfaction to OCB and organizational commitment partially and simultaneously, by investigating the role of transformational leadership as a moderator variable at CV. Bangun Mandiri. The population of this study were all employees of CV, using testing techniques with the Smart PLS application. This study uses Measurement Model Analysis (Outer Model), Structural Model Analysis (Inner Model), and Hypothesis Testing. The results of this study indicate that Organizational Commitment and Job Satisfaction have no significant effect on OCB. In contrast, Transformational Leadership has a substantial effect on OCB but does not moderate the relationship between Organizational Commitment and Job Satisfaction with OCB. Thus, only Transformational Leadership has a direct impact on increasing OCB without strengthening other relationships.

Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers' organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers' emotional intelligence on their organizational commitment, with a specific inquiry into the mediating role of teachers' psychological well-being and the moderating role of principal transformational leadership, as informed by the broaden-and-build theory of positive emotions and the trait activation theory. We verified this study's hypotheses based on 768 valid questionnaires collected from Chinese primary and secondary school teachers. The results reveal that teachers' emotional intelligence can predict their organizational commitment both directly and indirectly through the mediating role of psychological well-being. Additionally, principal transformational leadership amplifies the positive effect of teachers' emotional intelligence on psychological well-being and, subsequently, organizational commitment. These findings theoretically deepen our understanding of the psychological pathways and the boundary conditions linking teachers' emotional intelligence to their organizational commitment, while also offering valuable practical implications for building a stable and effective teaching workforce. [ABSTRACT FROM AUTHOR]

This study proposed a conceptual model and examined the nature of the relationship between transformational leadership (TFL), perceived organisational support (POS), employee engagement (EE), and organisational commitment (OC) among employees in the Indian IT sector. It then examined the mediating effect of EE on the relationship between TFL, POS, and OC. The partial least squares equation modelling (PLS-SEM) was applied to validate the conceptual model. The findings revealed that TFL, POS and EE were significantly and positively related to OC. TFL had a greater significant effect on OC than POS. EE was found to partially mediate the relationship between TFL, POS, and OC. Control variables had a weak effect on EE and OC. However, Multigroup Analysis (MGA) revealed a significant difference in the EE of TFL between the lower and middle level managers. The findings confirm that direct policymakers and HR departments influence TFL and EE by adopting organisational interventions. Besides, its effect is also manifested in increasing the positive attitude and commitment towards the employees' work. [ABSTRACT FROM AUTHOR]

This study investigates the direct or indirect impact of transformational leadership and adaptive resilience on affective commitment and turnover intention. Qualitative research was conducted to validate the concepts and the research model and quantitative research was carried out to analyze data from 310 employees selected via convenient sampling in Vietnam. The results reveal that transformational leadership does not only directly affect adaptive resilience and turnover intention, but also indirectly and fully affects affective commitment via adaptive resilience, and indirectly and partially affects turnover intention via affective commitment and adaptive resilience. Furthermore, adaptive resilience significantly impacts turnover intention via affective commitment. There is no proof in the research that adaptive resilience directly affects turnover intention. This research has documented valuable experiences related to the adaptive resilience of organizations following social crises in the relationship between leadership and turnover for scholars and managers in the future. [ABSTRACT FROM AUTHOR]

In this modern era, schools require Organizational Citizenship Behavior (OCB) of organization members as one of the determining elements for the smooth process of achieving school goals. Leadership can transform an organization's entire potential as a learning community towards better organizational change, which is needed to increase OCB. This article aims to analyze the direct and indirect relationship between transformational leadership (TL) and OCB with quality of work-life (QWL) and organizational commitment (OC) as mediators. Another aim is to analyze the role of QWL as a mediator of the relationship between TL and OC. The research sample was 165 permanent teachers from several high schools in Madiun City. Research data was collected through questionnaires, and Structural Equation Modeling (SEM) was used for data analysis. The data analysis results prove a significant direct relationship between TL, QWL, and OC with OCB in a positive direction. The results of testing the role of mediating variables contribute to the novelty of this research, namely: 1) QWL partially mediates the relationship between TL and OC, as well as the relationship between TL and OCB; 2) OC partially mediates the relationship between TL and OCB. The analysis results indicate that increasing teacher OCB can be done effectively through increasing transformational leadership practices, programs to improve the quality of work-life, and increasing teacher organizational commitment.