Principal leadership, good governance, and teachers’ commitment to organizational change
Shaolin Ladra | Joanne D Gorospe
Abstract:
This study investigates the relationship between principal leadership, good
governance, and teachers’ commitment to organizational change.
Specifically, it aims to identify which indicators of principal leadership and
governance significantly influence teacher commitment to change initiatives.
A total of 100 teachers across ten public elementary schools in Caluya,
Antique, participated in the study. Utilizing a descriptive-correlational
research design, data were collected through a researcher-constructed survey
questionnaire to systematically measure perceptions of leadership,
governance, and commitment to change. The findings revealed a positive
correlation between teachers’ perceptions of principal leadership and their
commitment to change, suggesting that effective leadership fosters stronger
engagement in change initiatives. Similarly, good governance practices,
particularly participatory decision-making, were identified as influential in
strengthening teachers’ commitment. Interestingly, while principal
leadership as a whole did not significantly predict commitment levels, the
governance aspect of participatory decision-making emerged as a notable
predictor.
The study underscores the critical role of inclusive governance
practices in enhancing teacher commitment during organizational change.
The findings contribute to the body of knowledge in educational leadership
by offering empirical evidence on the dynamics of school governance and
leadership in shaping change readiness. These insights hold practical
implications for school leaders and policymakers in designing contextresponsive leadership and governance frameworks. Future research is
recommended to expand the scope and address the study’s limitations by
exploring additional variables and applying the model in varied educational
settings.
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ISSN 3028-1628 (Online)
ISSN 3028-161X (Print)