Current research has shown that transformational leadership improves instructional practice, particularly by creating an environment that promotes educators and fosters a sense of belonging to improve teaching and learning efficacy. Despite substantial evidence that transformational leadership motivates educators, improves change-oriented organizational citizenship behavior, promotes organizational appreciation, and improves instructional practices, research on their interconnections is lacking. To fill this gap, this study used a moderated mediation model to look at how transformational leadership affects the way teachers teach in the UAE government schools, where ongoing reforms to education stress the importance of leadership-driven pedagogical improvement. Data were collected from 297 teachers across government schools in the United Arab Emirates (UAE) using survey tools that assessed transformational leadership, change-oriented organizational citizenship behavior, perceived organizational appreciation, and instructional practices. After controlling for gender, medium of instruction, teaching cycle, and experience, the findings revealed a significant relationship between transformational leadership and instructional practices, but only when perceived organizational appreciation was high. Furthermore, change-oriented organizational citizenship behavior fully mediated the relationship between transformational leadership and instructional practices. Additionally, perceived organizational appreciation moderated the mediation process in the path from change-oriented citizenship behavior to instructional practices. These findings highlight the critical role of leadership in fostering a supportive organizational climate that enhances instructional effectiveness. The study underscores the need for educational policymakers and school leaders to cultivate appreciation-driven environments that empower teachers to engage in innovative and change-oriented instructional practices.