Abstract
This study concentrated on evaluating if the transformational leadership style impacts the lecturers' organisational commitment and whether providing them psychological empowerment could lead to an increased commitment to the organisation. A quantitative study is used for this study. A questionnaire with a closed ended survey as an instrument is chosen for this study. Purposive sampling is used for the collection of the data. A total of 208 valid responses from the private college lecturers of Nepal were used for the final analysis. The data collected was processed through different sets of analysis, including descriptive, factor, correlation, and regression analysis. A Statistical Package for the Social Sciences (SPSS) was used as a tool for data analysis in this study. Results of the statistical tests indicated that the transformational leadership style of the principals was significant in predicting the level of organisational commitment of the lecturers. The results also identified that providing psychological empowerment did not serve as a mediating variable for the lecturers. The practical implications of this study focus on empowering the lecturers. Educational leaders should devise the policy and procedures for psychological empowerment to enhance the performance and commitment of the lecturers. The lack of similar studies, the non-inclusion of qualitative data and use of a closed-ended survey design, and the collection of data only from private college lecturers are a few limitations of this study. The study recommended policy initiatives focusing on creating transformational leaders' traits among principals through training and other relevant measures