The mediating role of psychological empowerment in the relationship between transformational leadership and teachers’ organizational citizenship behavior in rural public primary schools: Evidence from Morocco

Abstract

The purpose of this study is to examine the causal relationship between transformational leadership and teachers’ organizational citizenship behaviors (OCB), with a particular focus on the mediating role of psychological empowerment. To achieve this, a quantitative research design was employed, using standardized questionnaires to collect data from a sample of 184 teachers working in rural public primary schools in Morocco. The methodological approach enabled the assessment of direct and indirect effects through mediation analysis. The findings reveal a significant positive relationship between transformational leadership and teachers’ organizational citizenship behaviors. Additionally, psychological empowerment was found to partially mediate this relationship and also exert a direct influence on organizational citizenship behaviors. These results underscore the essential role of both transformational leadership and psychological empowerment in fostering proactive and engaged behavior among teachers, particularly in under-resourced educational environments. The study concludes that enhancing these factors can contribute to a more collaborative and effective teaching culture. From a practical perspective, educational policymakers and school leaders are encouraged to implement strategies that develop transformational leadership competencies and empower teachers psychologically, as these elements have the potential to significantly boost organizational citizenship behaviors and overall school performance.