Beyond compliance to commitment: The dual role of organizational culture and job satisfaction in Bahraini mathematics teacher leadership

This study explores the relationship between job satisfaction and organizational culture among formal and informal teacher leaders in Bahrain. Utilizing partial least squares structural equation modeling to analyze the data, it reveals that organizational culture significantly impacts leadership practices, with formal leaders experiencing higher job satisfaction due to their structured roles and authority. These leaders report greater satisfaction with income and respect from colleagues, attributed to their recognized positions. Conversely, informal leaders, despite their contributions, feel less influenced by organizational culture and report lower satisfaction, particularly regarding compensation. The study underscores the need for educational institutions to recognize and support both formal and informal leaders to enhance leadership practices and job satisfaction. Key recommendations include clear communication from supervisors, fair compensation through regular salary reviews, and fostering a collaborative environment for professional growth. By addressing these areas, schools can create a more inclusive and effective leadership environment, leading to improved educational outcomes and a positive school atmosphere.