Educational Leadership And Internal Marketing: Enhancing Teacher Commitment And Organizational Performance

Abstract

Educational institutions are increasingly challenged by accountability demands and performance pressures, making effective leadership and teacher engagement critical for organizational success. This study examines the role of educational leadership as an internal marketing mechanism in enhancing teacher commitment and organizational performance. Drawing on internal marketing theory and educational leadership literature, the study proposes and empirically tests a conceptual model linking educational leadership, internal marketing practices, teacher commitment, and organizational performance. Using a quantitative, cross-sectional research design, data were collected from 100 teachers working in public and private educational institutions. Structural Equation Modeling was employed to analyze the relationships among the constructs and to test the mediating role of teacher commitment. The findings reveal that educational leadership has a significant positive effect on internal marketing practices, which in turn significantly enhance teacher commitment. Teacher commitment was found to be a strong predictor of organizational performance and partially mediated the relationship between internal marketing and performance. These results highlight the importance of leadership-driven internal strategies that prioritize teachers as internal stakeholders. The study contributes to educational administration literature by integrating internal marketing theory into leadership research and by demonstrating the central role of teacher commitment in translating leadership practices into performance outcomes. Practically, the findings suggest that educational leaders should focus on internal communication, professional development, empowerment, and recognition to foster sustainable organizational performance in accountability-driven educational environments.