Abstract
How to cite: Mitonga-Monga, J. (2025), "The influence of teachers self-leadership on organisational commitment in selected public secondary schools in a developing country". Abstract: This study examined the relationship between self-leadership and teachers' organisational commitment in selected high schools in the Democratic Republic of Congo. Following a quantitative research approach, a cross-sectional study was conducted with a random sample of 217 high school teachers in public schools in the Democratic Republic of Congo (DRC), where participants completed the Organisational Commitment Scale (OCS) and the Self-Leadership Questionnaire (SLQ). Multiple regression analysis was used to analyse the influence of self-leadership on teacher commitment. The results showed that self-leadership (self-goal setting, self-reward, self-punishment, self-observation, and self-cueing) related positively and significantly to teachers' affective, continuance and normative commitment. In addition, self-leadership influenced teachers' organisational commitment. This study highlights the key role of teachers' self-leadership in organisational commitment. Furthermore, understanding the influence of self-leadership on teacher commitment can provide insight into the inner motives that drive teachers in demanding situations. The study can serve as a basis to improve teacher motivation and job satisfaction, leading to improved teaching quality and better learner outcomes.