An Empirical Analysis of Islamic Leadership: Mediating Role of Teacher Well-being

Abstract

Purpose: This study investigates how Islamic leadership affects teacher well-being, commitment, and performance. Further, this study examines teacher well-being's mediating function in the relationship between Islamic leadership and commitment.
Design/Methodology/Approach: Data from 237 teachers at private Islamic schools in the border south of Thailand were gathered via a self-administered survey. This study's data evaluation method utilized SPSS and structural equation model-partial least square (SEM-PLS).
Findings: The findings of the path analysis showed that Islamic leadership (ISL) positively affects teacher well-being and commitment. ISL insignificantly affects performance—teacher well-being positively intercourse between commitment. In addition, teacher well-being has mediated Islamic leadership and commitment. Utilizing importance-performance map analysis (IPMA) and SEM-PLS demonstrated that Islamic leadership and commitment are critical factors in determining teacher performance at private Islamic schools. Therefore, Islamic leadership (ISL) encourages teachers' well-being to enhance their performance through commitment to reaching the organization's goals.
Originality/Value: This research provides novel insights into the theory and practice of Islamic leadership at private Islamic schools. Furthermore, empirical data is provided to support the proposed paradigm. The study also provides evidence for the teacher's well-being mediation role in Islamic leadership, commitment, and performance.

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Author Information
Rita Pusvitasari, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Chantana Viriyavejakul, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Piyapong Sumettikoon, King Mongkut’s Institute of Technology Ladkrabang, Thailand