A Conceptual Paper on the Relationship between Instructional Leadership and Teacher Organisational Commitment

This concept paper discusses the practice of instructional leadership among school leaders and its relationship with teachers’ organisational commitment. A total of 13 articles that focused exclusively on instructional leadership and teachers’ organisational commitment were reviewed and critically analysed in this study. Findings indicated the relevance of investigating both constructs, but the inconsistent outcomes that show the level and strength of relationship between them, highlight significant gaps that requires further inquiry. Notably, while instructional leadership was rated highly, organisational commitment demonstrates variation, suggesting the influence of contextual, generational and definitional differences. The reviewed studies also imply the need to investigate relevant constructs in a more complex model, which can be analysed using more advanced tools such as structural equation modelling. These findings carry theoretical and practical implications for leadership development, teacher retention and school effectiveness. Future research is encouraged to adopt a more integrated, context-specific approaches to deepen understanding of how instructional leadership can sustainably foster teacher commitment in diverse educational settings.