Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 23 no. 5 (2024)

Principals’ Leadership Style, Teachers’ Commitment and Performance among Secondary Schools

Krisha Camus

Discipline: Education

 

Abstract:

The study’s main purpose was to examine the school principals’ leadership styles, teachers’ commitment and performance among secondary schools in the Division of Zambales. There were a total of 470 secondary teachers who served as respondents in this study who have taught during the school year 2021-2022. The Descriptive research design was used to assess the perception of the teachers to assess the leadership styles utilized by the school principals and its relationship on teachers’ organizational commitment. The data were gathered from the respondents through a modified-adopted survey questionnaire. The descriptive (frequency, percentage and mean) and inferential statistics (Pearson r and ANOVA) were utilized for the analysis and interpretation of data. The major results showed that the teacher-respondents perceived that the school principal’s leadership style as Kayod, leadership style by Libro, leadership style by Ugnayan, and leadership style by Oido are highly practiced while leadership style by Lusot is practiced. The teacher-respondents perceived as Beyond Expected Standard with regard to teachers’ organizational commitment in terms of affective commitment while perceived as Approached Expected Standard in terms of continuance commitment and normative commitment. The teacher-respondents are assessed Outstanding on their work performance. There is a highly significant difference on the perceived level of agreement of teacher-respondents’ work performance and the school’s principal leadership style. There is a highly significant difference on the perceived level of agreement of teacher-respondents’ work performance and their organizational commitment. There is a highly significant relationship on the perceived level of agreement of teacher-respondents toward the school’s principal leadership styles and teachers’ organizational commitment. Filipino leadership style by Kayod increased teachers’ work performance in terms of quality and time, technical skills and knowledge, originality, creativity, and initiative in the Division of Zambales. The performance of secondary school teachers denotes a high level of achievement and commitment. In the light of the findings, it is recommended that the School heads may adopt leadership style by Kayod, Leadership style by Libro, Leadership style by Ugnayan, and Leadership style by Oido because the combinations of these Filipino leadership styles enables leaders to engage everyone within the organization. Affective commitment can be used by school leaders to represent organizational commitment among teachers. Teachers perform better when they feel that their school head cares about them, they feel respected, act as ambassadors for their organization, and are generally valuable assets. To increase school and teacher performance, school heads can apply Kayod, Libro, Ugnayan, and Oido leadership style to the team by adopting a range of methods and strategies. The school head may regard and pay proper attention to teachers' views and opinions in order to meet the needs of the entire institution in terms of teaching loads, teaching materials, and other supplies for the instructors to function efficiently. To boost teachers' dedication to their work, school administrators may use the combination of Kayod, Libro, Ugnayan, and Oido leadership approaches. To raise student achievement, the school principal may employ suitable measures such as prizes and recognition for teachers who are dedicated to their work. A training program to improve organizational change management capacity could be planned by school heads and DepEd officials. The school head may consider to increased teacher participation in policy-making, meeting schedules, discussion of ideas and opinions for the school's progress, and increased student achievement are some of the ways school heads can create a conducive environment that will help improve teachers' performance and satisfaction in the field of teaching.



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