From leadership to allegiance: the interplay of middle leadership, teacher job satisfaction and commitment in schools

Abstract

PurposeMiddle leadership is difficult to define and fathom as these roles are fluid, adapting to the context of individual schools. However, little is known about the relationships among middle leadership, teacher commitment and job satisfaction in the field of education. The purpose of this paper is to propose a conceptual framework on the mediating role of teacher job satisfaction in the relationship between middle leadership and teacher commitment in schools based on past research, particularly in the context of schools.Design/methodology/approachA review of literature was undertaken to develop the conceptual framework.FindingsFindings suggested that middle leadership can positively influence teacher commitment via the mediating effect of teacher job satisfaction.Originality/valueThe value of this paper lies in understanding middle leadership as a salient factor in influencing teacher commitment via teacher job satisfaction. This paper’s framework lays a strong foundation for the expansion of the middle leadership knowledge base on middle leadership as well as for future theory development and debate.