The main goal of this study was to validate a unique structural model examining the relationship between the leadership style of school principals and the organizational commitment of teachers. The study also aimed to understand the moderating influence of cultural values in Arab schools in Israel as perceived by teachers. By characterizing effective leadership styles that enhance teachers' commitment, the findings of this study could significantly benefit the education system.

A total of 1416 Arab high school teachers from 33 schools participated in this study, ensuring a diverse representation of genders, ages, years of experience, and education levels. The inclusion of 578 male teachers and 832 female teachers provided a balanced gender representation. With an average work experience of 14.954 years, the participants demonstrated a significant level of experience, enhancing the study's representativeness and generalizability.

The study utilized a comprehensive questionnaire constructed by combining four existing questionnaires and new items explicitly developed for this study. This meticulous approach ensured that all relevant aspects of the research questions were thoroughly addressed, instilling confidence in the study's methodology.

Data analysis was performed using descriptive and deductive analysis methods. Structural Equation Modeling (SEM) analysis was conducted to test the study's model, reinforcing the validity and reliability of the findings.

The research findings indicated a satisfactory fit of the model to the data, emphasizing the impact of cultural values as a moderating factor. It was found that the variables included in the model with the moderation effect explained a higher percentage of the variance in teachers' organizational commitment compared to the model without the moderation effect. This highlights the significant influence of cultural values on the relationship between leadership styles and teachers' commitment.

One of the key findings of this study was the significant influence of formative leadership on the organizational commitment of teachers, dependent on their traditional cultural values. The findings offer valuable insights into effective leadership styles that promote teacher commitment and provide practical implications for school administrators and policymakers. Understanding the influence of cultural values on leadership styles can lead to the implementation of strategies that foster a more committed teaching staff, ultimately improving the overall educational environment

Keywords: Organizational Commitment, cultural values, leadership style of school principals.