Management Practices and Leadership Styles of Secondary School Heads and Teachers' Organizational Commitment in the Second Congressional District of Samar
Abstract
This study endeavored to determine the management practices and leadership styles of school heads and their influence on teachers’ organizational commitment in the Second Congressional District of Samar for school year 2015-2016. The descriptive-correlational research design was employed in this study. It identified the profiles of the school head-respondents and teacher-respondents, their perceptions of the management practices and leadership styles of school heads, and the organizational commitment of teacher-respondents. After which, the perceptions of the two groups of respondents along management practices and leadership styles were compared. The coefficients of correlation between leadership style of school head-respondents and the number of teachers supervised were 0.195 and 0.675; 0.259, and 0.575 for years in service, and 0.062 and 0.895 for place of assignment. The p-values were greater than the 0.05 significance of the hypothesis, “There is no significant relationship between school head-respondents’ leadership styles and number of teachers supervised; years in service; and place of assignment”. Of the three, the school head-respondents’ personal variates, only school head-respondents year in service was significantly related with aligning performance for success through planning, organizing, and delegating; relationship/valuing diversity; and communication; but not with adaptability; conflict management/problem solving; and organizational awareness/strategic thinking and decision-making. For the recommendation, based on the finding that school heads and the teachers had different perceptions regarding some of a school head’s management practices, it is suggested that the school heads be honest with their actions to gain the teachers’ commitment to the school organization.
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