Organizational Commitment and Job Performance of Public-School Principals: Teachers’ Perspectives in Qasabat Al-Karak

This study aimed to identify the level of organizational commitment among public-school principals in Qasabat Al-Karak Directorate of Education and its relationship to their job performance from teachers’ perspectives. The analytical descriptive method was employed, and a questionnaire was used to collect data. The study population comprised all teachers in public schools affiliated with the directorate, and the sample consisted of 695 male and female teachers selected randomly. The results showed that the level of principals’ organizational commitment was high, with a mean of 3.76 and a standard deviation of 0.611, and that their job performance was also rated high, with a mean of 3.73 and a standard deviation of 0.544. The findings further indicated statistically significant differences in teachers’ estimates of principals’ organizational commitment according to gender and years of experience, in favor of female teachers and those with 10 years of experience or more. A positive correlation was found between principals’ organizational commitment and their job performance. From an applied educational perspective, these results highlight the importance of fostering organizational commitment as a practical lever for improving school leadership performance and overall school effectiveness. In light of the findings, the study recommends organizing workshops and training programs to develop principals’ and teachers’ leadership and digital education skills, and strengthening Ministry of Education efforts to integrate digital learning across schools.