Factors Affecting Islamic school teacher performance in emerging economies: A leadership perspective

Abstract

Purposes: This study examines the influence of transformational leadership, teacher autonomy, and organizational citizenship behavior on the job accomplishment of Islamic school teachers through the mediation of job satisfaction. It also investigates the moderating role of teachers' recognition and appreciation between job satisfaction and accomplishment. Methodology: Data were collected from 513 Islamic school teachers using a self-report questionnaire. Structural equation modeling was employed to analyze the relationships between the variables. Findings: The findings revealed that transformational leadership, teacher autonomy, and organizational citizenship behavior significantly impacted job satisfaction, which, in turn, positively influenced job accomplishment. Furthermore, teachers' recognition and appreciation moderate the relationship between job satisfaction and job accomplishment, indicating that when teachers feel recognized and appreciated, the positive impact of job satisfaction on job accomplishment is more substantial. Recommendations and Implications: These findings suggest that Islamic schools can enhance teacher job accomplishment by promoting transformational leadership, teacher autonomy, and organizational citizenship behavior and providing opportunities for teachers to feel recognized and appreciated. The study has implications for school leaders and policymakers seeking to improve Islamic school teachers' work environment and job satisfaction, ultimately leading to better student outcomes