The study aims to empirically test the moderation effect of transformational leadership
characteristic on the relationship between work-family conflict and professional commitment
among school teachers. A cross-sectional study was conducted among 752
teachers currently working in private schools from selected districts in Tamil Nadu,
India. Purposive sampling technique is used, and data were collected using a questionnaire.
The moderating effect of transformational leadership behavior is examined using
hierarchical regression analysis. Grounded with the conservation of resource theory
(COR) and transformational leadership theory, the results supported the negative
impact of work-family conflict on the professional commitment of teachers. Further,
the moderation effect of transformational leadership found to reverse the negative relationship
between work-family conflict and professional commitment. Thus, the transformational
leadership behavior of leaders (head/principal) was found to foster the
professional commitment of teachers. This study is focused only on the dimensions of
transformational characteristics on the relationship between work-family conflict and
professional commitment of teachers. Also, it would be constructive to examine other
mediating or moderating impacts of variables such as peer support, job satisfaction,
which can also have a significant impact. Further, the outcome variable related to the
perspective of students can also be researched.