How Does Transformational Leadership Improve Instructional Practices? Examining the Mediation Role of Teachers’ Change-Oriented Organizational Citizenship Behavior and the Moderating Role of Organizational Appreciation

Current research has shown that transformational leadership improves instructional practice, particularly by creating an environment that promotes educators and fosters a sense of belonging to improve teaching and learning efficacy. Despite substantial evidence that transformational leadership motivates educators, improves change-oriented organizational citizenship behavior, promotes organizational appreciation, and improves instructional practices, research on their interconnections is lacking. To fill this gap, this study used a moderated mediation model to look at how transformational leadership affects the way teachers teach in the UAE government schools, where ongoing reforms to education stress the importance of leadership-driven pedagogical improvement. Data were collected from 297 teachers across government schools in the United Arab Emirates (UAE) using survey tools that assessed transformational leadership, change-oriented organizational citizenship behavior, perceived organizational appreciation, and instructional practices. After controlling for gender, medium of instruction, teaching cycle, and experience, the findings revealed a significant relationship between transformational leadership and instructional practices, but only when perceived organizational appreciation was high. Furthermore, change-oriented organizational citizenship behavior fully mediated the relationship between transformational leadership and instructional practices. Additionally, perceived organizational appreciation moderated the mediation process in the path from change-oriented citizenship behavior to instructional practices. These findings highlight the critical role of leadership in fostering a supportive organizational climate that enhances instructional effectiveness. The study underscores the need for educational policymakers and school leaders to cultivate appreciation-driven environments that empower teachers to engage in innovative and change-oriented instructional practices.