The effect of transformational leadership on teachers’ Organizational Citizenship Behavior in Amhara Regional State public universities, Ethiopia

Abstract

This study explored the practice of transformational leadership (TL) among university leaders and its impact on teachers’ organizational citizenship behavior (OCB) in Ethiopian public universities in the Amhara region. A quantitative, cross-sectional survey was conducted with 647 respondents, and data were analyzed using t-tests, correlation analysis, multiple regression, and structural equation modeling. Results indicated that TL was moderately practiced and had a significant but modest correlation with OCB. Among TL components, idealized influence had the strongest effect, followed by inspirational motivation, while intellectual stimulation and individualized consideration were not significant predictors. The structural model confirmed TL’s direct effect on OCB. The study recommends leadership development programs to strengthen key TL dimensions that foster OCB. Future research should examine contextual factors limiting the impact of some TL components to enhance leadership strategies that improve teachers’ OCB and institutional performance.