The Role of Developmental Leadership in Teacher's Job Satisfaction and Organizational Behavior: Testing Causal Models

A sample of 449 elementary school teachers and 166 principals from across all such schools in 10 school districts in Tehran were measured on the developmental style of leadership, job satisfaction, organizational commitment, and organizational-citizenry behaviors in order to construct a structural model defining the role of leadership style in teacher's organizational-citizenry behavior. Explorative and confirmatory factor analyses were utilized in order to construct two structural models: assumed and substitute. The data reveal that the developmental style of leadership impacts both the organizational-citizenry behavior and organizational commitment directly, while job satisfaction has an indirect, but significant effect on organizational-citizenry behavior. Indices of goodness of fit render the assumed model more appropriate than the substitute model. Over-all, the results confirm the need to pay attention to the leadership style, organizational commitment, and job satisfaction vis-à-vis teacher's organizational-citizenry behavior.