SCHOOL LEADERSHIP BEHAVIORS IN RELATION TO TEACHERS’ WORK

PERFORMANCE AND ORGANIZATIONAL COMMITMENT IN SELECTED

SECONDARY SCHOOLS IN SCHOOLS DIVISION OF ZAMBALES
Allan P. Medul1, Emma C. Ventura2
President Ramon Magsaysay State University
Iba, Zambales, Philippines 2

ABSTRACT

This study aimed to determine the relationship between school leadership

behaviors to teachers’ work performance and organizational commitment in selected
Secondary Schools in Schools Division of Zambales. The study made use of descriptive
research design with the aid of questionnaires as the main instrument in gathering the
data. The respondents were the two hundred eighty public secondary school teachers in
selected secondary schools in Schools Division of Zambales. Descriptive and inferential
statistics were used for analysis and statistical treatment of data.
The study revealed that majority of the respondents are female, on their early
adulthood stage, married, regular employees, with adequate length of service, Teacher I,
and with Master’s degree units; the level of work performance rating was Outstanding;
the teacher-respondents perceived that the school heads in public secondary schools in
Schools Division of Zambales “Often” demonstrate school leadership behavior;
perceived “Agree” on their organizational commitment; there was significant difference
on the school leadership behavior of school heads when grouped according to dimensions
of initiating structure and consideration; there was significant difference on School
Leadership Behaviors of School heads as to demand reconciliation in terms of length of
service of teachers; tolerance of uncertainty in terms of length of service and highest
educational attainment of teachers; persuasiveness in terms of length of service of
teachers; tolerance of freedom in terms of civil status of teachers; role assumption in
terms of age, length of service, and academic rank/position of teachers; production
emphasis as to highest educational attainment of teachers; predictive accuracy and
integration in terms of sex of respondents, respectively; there was significant difference
on Organizational Commitment of teachers as to affective commitment when grouped
according to civil status; continuance commitment when grouped according to
employment status; and normative commitment when grouped according to civil status
and employment status; there was a very low positive correlation between school
leadership behavior of school heads and teachers’ work performance; there was a low
positive correlation between school leadership behavior of school heads and teachers’
organizational commitment; and the crafted model identified the dimensions of school
leadership behaviors that need to be redefined in order to sustain the level of Work
Performance of teachers and further increase their Organizational Commitment. Based on
the summary of findings and the conclusions arrived at, the researcher recommended that
School heads should explore motivational behaviors to sustain the level of work
performance and strengthen organizational commitment of teachers regardless of their
age, sex, civil status, employment status, length of service, academic rank/position, and
highest educational attainment. Sustain the level of work performance rating of teacher
through providing them motivation. School heads to regularly involve on community
activities and represent the group at outside meetings; handle complex problems
efficiently and don’t be confused with many demands set forth by the position; have
courage to try and trust the outcome of any new procedure; develop persuasive
communication through attending related trainings; try out ideas in the group; show trust
and allow the members any freedom of action; be a leader of action; act with
consultation with the group; be a visionary leader and maintain closely knit group; and
build relationship and rapor with superiors so that his/her words will carry weight to them
and get what he/she will ask for the organization. School administrators are encourage to
conduct teambuilding activities so that teachers will feel that they are “part of the family”and
show support and due credit for teachers related to their professional growth, promotional
activities and incentives. School heads are encouraged to demonstrate the different
dimensions of school leadership as to initiating structure and consideration. School heads
are encouraged to demonstrate good school leadership behavior regardless of profile of
teachers. Teachers should be committed not only because of the need to survive or to
have an employment but also because of the profession. In this light, school heads may
consider to implement a model that teachers will really engage and feel the importance of
teaching profession. School heads should demonstrate dimensions of good school
leadership behavior to sustain the level of teachers’ work performance. School heads
should demonstrate dimensions of good school leadership behavior to further hone
committed teachers. To conduct a follow-up study with in-depth and wider in scope so as
to validate the findings obtained in the study.