Abstract: The workforce is one the most valuable assets in any organization and management makes best endeavors to appropriately recognize this asset and to mobilize it towards the promotion of the goals of the organization. So, the present study aimed to investigate the correlations of transformational leadership with teacher’s thinking styles and organizational commitment in public girl’s high schools in Tehran, Iran. In this cross-sectional study, 356 teachers were selected from the teachers of public girl’s high schools based in Tehran, Iran, through the multistage cluster sampling. As for data collection, a demographics checklist, the Allen and Meyer’s organizational commitment scale, the Sternberg and Wagner’s thinking styles inventory and the Timothy and Tracy’s transformational leadership questionnaire were utilized. Further, thedata were analyzed through the Kolmogorov-Smirnov test, ANOVA, the Structural Equation Modeling (SEM) and the multivariate regression analysis and to this end, the SPSS Statistics Software and LISRELwere utilized. The results of the present study revealed that the three components of transformational leadership, i.e., idealized influence/ charismatic behaviors (II), Inspirational Motivation (IM) and Intellectual Stimulation (IS) were correlated with teacher’s thinking styles in public girl’s high schools based in Tehran, Iran (p<0.05). Similarly, the results demonstrated that there were relationships between each of the four components of transformational leadership, i.e., idealized influence/charismatic behaviors (II), Inspirational Motivation (IM), Intellectual Stimulation (IS) and Individualized Consideration (IC) and teacher’s organizational commitment (p<0.05). Given the significant positive correlations of transformational leadership and its components with thinking style and organizational commitment, it can be concluded that improving the transformational leadership among teachers can lead to the enhancement of their thinking styles and organizational commitment.