Transformational leadership (TL) is a well validated leadership perspective studied organizations especially, in schools. This idea was first developed by Burns (1978) and later extended by Bass (1985) as well as others. They posited that TL is a paradigm in which the leader influences the followers to perform beyond expectations by making them more aware of the importance and value of goals, influencing them to transcend self-interest, and by appealing to their higher order needs. Bass (1985) conceptualized the TL model as having four components: 1) Idealized influence: Leaders behave in ways that develop followers' trust and demonstrates high standards of ethical and moral conduct, shares risks with followers in setting and attaining goals, uses power to move individuals or groups toward accomplishing their mission and vision. 2) Inspirational motivation: Leaders behave in ways that motivate followers by providing meaning and challenge to their work and encourages them to envision attractive future states, which they can ultimately envision for themselves. 3) Intellectual stimulation: Leaders stimulate followers’ effort to be innovative and creative by questioning assumptions, reframing problems, and approaching old situations in new ways. 4) Individualized consideration: Leaders pay attention to individual’s need for achievement and growth by acting as a coach or mentor. Followers are developed to successively higher levels of potential. New learning opportunities are created along with a supportive climate in which to grow. Individual differences in terms of needs and desires are recognized. Extensive studies have undertaken in a variety of organizations showed that TL affected organizational effectiveness indirectly through several organizational and individual outcomes. Also in schools context, studies find that the effect of TL style of principals on student academic achievement (ACH) is not direct and mediated by different variables especially teacher outcome variables. Despite of the evidence about mediating variables, this domain needs to identify more and new variables and extensive research should be conduct for introducing models of TL effects on ACH. Current study was conducted to test hypothesized and alternative structural models for the effect of TL style of principals on ACH through mediating role of teacher related variables as a follow: - Procedural justice ( PJ): fairness of the decision making procedures used to determine outcomes for teachers. - Trust in principal (TIP): generalized expectancy held by teachers that the word, action, and written or oral statement of principal can be relied upon. - Intrinsic job satisfaction (IJS): positive emotional state resulting from the appraisal of intrinsic facet of teaching. - Organizational commitment (OC): identification with the values of the school, willingness to exert effort and commitment to stay in school. - Organizational citizenship behavior (OCB): voluntary teacher behaviors that go the extra mile to help students and colleagues succeed and that are not performance expectations of their official role.

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