Title:

CAPABILITY, OPPORTUNITY, AND MOTIVATION TO LEAD AS

DETERMINANTS OF LEADERSHIP PERFORMANCE OF SCHOOL
HEADS USING OPCRF IN KIBLAWAN SOUTH DISTRICT

OPCRF:  It provides a venue for agreement on standards of performance and

behaviors which lead to professional and personal growth in the organization.

Theory: The COM-B Theory of Change Model

Michie, Stralen and West (2011) set out a COM-B model of behaviour
change: behaviour (B) occurs as the result of interaction between three
necessary conditions, capabilities (C), opportunities (O) and motivation (M).
(Michie et al. 2011: 4)

(Mayne, J. (2018). The COM-B theory of change model. unpublished, available at: www. researchgate.
net/publication/314086441_The_COM-B_Theory_of_Change_Model_V3 (accessed 22 July 2019).)

Conceptual Framework:
DETERMINANT VARIABLE

Capability to lead

 Psychological
Capacity
 Physical
Capacity

CRITERION VARIABLE

Opportunity to lead Leadership

 Physical
Opportunity Performance of School
 Social Heads
Opportunity Using OPCRF

Motivation to lead
 Reflective
Motivation
 Automatic
Motivation
 (Mayne, J. (2018). The COM-B theory of change model. unpublished, available at: www. researchgate.
net/publication/314086441_The_COM-B_Theory_of_Change_Model_V3 (accessed 22 July 2019).)

Statement of the Problem:

General Objectives:
To affirm or disprove Michie, Stralen, and West's COM-B Theory of
Change Model.

1. To determine the level of Capability to lead in terms of:

1.1 Psychological Capacity

1.2 Physical Capacity

2. To determine the level of Opportunity to lead in terms of:

2.1 Physical Opportunity

2.2 Social Opportunity

3. To determine the level of Motivation to lead in terms of:

3.1 Reflective Motivation

3.2 Automatic Motivation

4. To determine the significance of the correlation between Capability,

Opportunity, Motivation to lead and Leadership Performance of School
Heads using OPCRF.
5. To determine the significance effect of the relationships of Capability,
Opportunity, Motivation to lead and Leadership Performance of School
Heads using OPCRF.

6. To determine the significance of the degree of influence of Capability,

Opportunity, Motivation to lead and Leadership Performance of School
Heads using OPCRF.
(Mayne, J. (2018). The COM-B theory of change model. unpublished, available at: www. researchgate.
net/publication/314086441_The_COM-B_Theory_of_Change_Model_V3 (accessed 22 July 2019).)

Review of related literature

School districts are working to improve principal performance evaluations

as a means of ensuring that effective principals are leading schools.
School leadership consists of four components including, idealized
influence, inspirational motivation, intellectual stimulation, individualized
consideration (Northouse, 2007).
According to Murphy 2018, the critical outcomes of positive school
leadership: 1. Individual level where there is an increase of psychological
capability (e.g sense of worth) human capital (e.g sense of worth) and lastly
organizational reward (e.g organizational recognition). Positive Leadership
enhance individual teachers’ self-concept and their integration into school
based communities also leadership create a positive school culture and
focus on a long term asset and productivity Cooper & Scandura (2005).
Cooper, t., Scandura T., & Schrieshein C. (2005). Looking Forward but Learning from our Past: Potential
Challenges to developing Authentic Leadership Theory and Authentic Leaders. Coral Gables, FL
Department of Management School of Business Administration, University of Miami

Harris, Alma, and Linda Lambert. EBOOK: Building Leadership Capacity for School Improvement.
McGraw-Hill Education (UK), 2003.
Northouse, P. G. (2007). Leadership: Theory and practice. California: Sage .

Murphy, Joseph F., and Karen Seashore Louis. Positive school leadership: Building capacity and
strengthening relationships. Teachers College Press, 2018.
 Motivational factor mediates school organizational conditions and
leadership practices on teacher learning and teaching practices. Teachers’
sense of self-efficacy appeared to be the most important motivational factor
for explaining teacher learning and teaching practices. According to
Thoonen &Erik (2011) for school leaders, to foster teacher learning and
improve teaching practices a combination of transformational leadership
behaviors is required.
Chan and Drasgow (2001) defined Motivation to lead as a construct that “
affects a leader’s or a leader-to-be’s decisions to assume leadership
training, roles and responsibilities and that affects his or her intensity of
effort at leading and persistence as a leader”. MTL may take three basic
forms or types such as affective identity reasons (i.e. whether individuals
enjoy leading and view themselves as leaders), social-normative reasons
(i.e. choosing to lead owing to obligation or a social responsibility
perception) and, finally, non-calculative/calculative reasons (i.e. leading for
reasons based on consideration of the likely personal costs or benefits
through leadership roles)

Thoonen, Erik EJ, et al. "How to improve teaching practices: The role of teacher motivation,
organizational factors, and leadership practices." Educational administration quarterly 47.3 (2011): 496-
536.

Chan, K.-Y. and Drasgow, F. (2001), “Towards a theory of individual differences and leadership:
understanding the motivation to lead”, Journal of Applied Psychology, Vol. 86 No. 3, pp. 481-498.