The Mediating Role of Visionary Leadership in Linking Job Attitudes to Organizational Performance in Elementary Schools
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Objective: This study aimed to examine the relationship between job attitudes and organizational performance among elementary school teachers, with a focus on the mediating role of visionary leadership.
Methods and Materials: Using a descriptive-correlational design, 162 primary school teachers in Neka County were selected through stratified random sampling. Data were collected using standardized questionnaires: Job Attitudes (Tu et al., 2015), Visionary Leadership (Conger & Kanungo, 1988), and Organizational Performance (Hersey & Goldsmith, 1999). Data analysis was conducted using SPSS 24 and SmartPLS software, including descriptive statistics, correlation analysis, and structural equation modeling (SEM).
Findings: The results revealed a significant positive relationship between job attitude and organizational performance (β = 0.689, t = 16.187, p < 0.001). Visionary leadership was also significantly related to both job attitude (β = 0.902, t = 80.128) and organizational performance (β = 0.305, t = 6.889). Mediation analysis confirmed the indirect effect of visionary leadership in enhancing the impact of job attitudes on organizational performance (Sobel = 14.62, p < 0.001). Model fit indices (R², Q², f², VIF, GOF) indicated strong explanatory and predictive power.
Conclusion: Visionary leadership plays a crucial mediating role in translating positive job attitudes into enhanced organizational performance. These findings underscore the importance of fostering inspirational leadership in educational settings to improve teacher engagement and institutional outcomes.
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