The Influence of Perceived Organizational Support and Transformational Leadership on Teachers’ Work Engagement: The Mediating Role of Organizational Commitment

This study examined the influence of perceived organizational support and transformational leadership on teachers’ work engagement, with organizational commitment serving as a mediating variable, within the educational context of the El Salvador City Division, Philippines. Using a cross-sectional explanatory design, data were collected from 229 teachers through standardized self-report questionnaires and analyzed using structural equation modeling (SEM) in AMOS version 21. Results revealed that perceived organizational support and transformational leadership were significantly associated with higher levels of teachers’ work engagement. Organizational commitment was also found to significantly mediate the relationships among perceived organizational support, transformational leadership, and work engagement, underscoring its central role in fostering teachers' engagement. Although respondents reported generally high perceptions across the study variables—an outcome that may partly reflect the use of self-report measures— the findings nonetheless highlight the importance of supportive organizational practices and transformational leadership in strengthening teachers’ commitment and engagement. The study contributes to the literature by clarifying the mediating role of organizational commitment as a key psychological mechanism linking organizational and leadership resources to teacher engagement in an educational setting.