With the continuous development of information technology, dance education is gradually moving towards deep digitalization and online transformation, prompting changes in traditional teaching organization and management methods. This study focuses on three representative dance education institutions in Macau, China. Through semi-structured interviews, 35 teachers' online teaching transformation experiences are investigated in depth to explore how the transformational leadership behavior of principals or managers affects teachers' organizational commitment during the digital transformation process. Based on the attraction-selection-attrition (ASA) theory, the study divides the organizational adaptation process of teachers into three stages: attraction, selection, and attrition, and systematically analyzes how leadership behavior affects teachers' value identification, career stability, and willingness to participate at different stages. The results show that transformational leaders can effectively enhance teachers' sense of belonging, responsibility, and mission to the organization through vision motivation, individualized support, and emotional empowerment, thereby improving their stability and teaching investment during the transformation process. The study makes up for the theoretical deficiencies in the current dance education field on the cross-cutting issue of "the relationship between organizational leadership and teacher commitment", and provides feasible management inspiration and strategic suggestions for art education institutions in the face of the dual challenges of technological innovation and organizational development.
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