Education Doctorate

Year Approved


First Advisor

Lindstrom, Micheal


This quantitative study explored the relationship between transformative school principal leadership and teacher commitment from the perspectives of teachers in the ongoing process of educational reform and the extent to which principals’ transformational leadership practices motivated teachers’ commitment to change. The population of this study consisted of 10 primary schools with Grades ranging from kindergarten through Grade five. These schools are within the emirate of Ras Al Khaimah UAE. Two instruments, the Survey of Transformational Leadership (Edwards, Knight, Broome, & Flynn, 2010) and Organizational Commitment of Teacher six-item scale developed by Jo (2014) were used to gather information and quantitative data, about the transformational leadership behaviors of the school principals and teachers’ commitment to educational reforms. The quantitative data were analyzed to find out if correlations exist between the factors of transformational leadership and teacher commitment, and if gender and years of experience of principals influence teacher commitment in the Ras Al Khaimah private schools investigated. There were no significant differences in teachers' perceptions of principals’ transformational leadership based on gender or years of experience in the education sector. This research found that there was a statistically significant relationship between the five factors of transformational leadership and teacher commitment, that the factors of transformational leadership influenced teacher commitment. The research findings show a principal’s transformational leadership practices can motivate teacher commitment to change among private primary school teachers in Ras Al Khaimah. Results in this study indicate that researchers need to conduct further investigation on the role that transformational leadership plays in teacher commitment to educational reform.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation