The Mediating Role of Educational Organizational Commitment on the Relationship between Principals’ Technology Leadership and Teachers’ Self-Efficacy

Abstract

The objective of this study was to evaluate the role of teacher self-efficacy as a deep mediator in the relationship between the principals’ technology leadership and teachers’ self-efficacy among secondary school teachers in the state of Sarawak. This quantitative study involved 406 randomly selected respondents from Sarawak. The study employed IBM-SPSS-AMOS 28.0’s Structural Equation Modeling (SEM) method to model the interrelationship among the constructs, estimate the parameters, and test the hypotheses. The study found that educational organizational commitment mediates the relationship between principals’ technology leadership and teacher self-efficacy among secondary school teachers in Sarawak. Furthermore, the study also found both indirect effects are significant. The type of mediation that occurred is full mediation since the direct effect is not significant. The results of this study provide important direction to policymakers in improving the national education system. The primary contribution of this study is to offer fresh insights into managing teachers’ self-efficacy in the 21st century classroom environment. This study found that the principal's leadership is able to increase the commitment of the teacher in the classroom. This research also has several limitations that other authors can address in their future studies. It is recommended that future research incorporates more independent variables or mediating variables not explored in this study