Relationship of Leadership Style and Teachers’ Commitment in Higher Education Institutions (HEIs)
Keywords:
leadership styles, teacher commitment, Higher Education Institutions (HEIs)
Abstract
This research critically examines the intricate dynamics between leadership styles and teacher commitment within Higher Education Institutions (HEIs), specifically focusing on Tagoloan Community College (TCC) during the academic year 2023-2024. By exploring the profiles of respondents in terms of age, gender, educational attainment, and teaching experience, alongside assessing the leadership styles of deans and measuring teachers' commitment across affective, normative, and continuance dimensions, the study seeks to inform the development of effective leadership practices that positively influence the work environment and enhance teacher commitment, thereby impacting the overall quality of education. The null hypotheses posit no significant differences between respondent profiles and teacher commitment, and between leadership styles of deans and teacher commitment at TCC. Employing a descriptive-correlational research design with a validated researcher-made questionnaire and a 4-point Likert scale for data analysis, the study recommends creating a supportive work environment, adopting participative leadership styles, and addressing factors contributing to job satisfaction to enhance teacher commitment. While offering valuable insights, the research underscores the need for further exploration into additional factors influencing teacher commitment, such as organizational culture and intrinsic motivation, providing HEIs an opportunity to foster an environment conducive to improved educational outcomes and institutional success.
References
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Sarwar, U., Tariq, R., & Yong, Q. (2022). Principals' leadership styles and its impact on teachers' performance at college level. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.919693.
Suyatno, S., Pambudi, D., Wantini, W., Abdurrohim, A., & Mardati, A. (2022). The mediating role of meaning at work in promoting teacher commitment andreducing burnout. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.962163.
Thanh, N. H., & Quang, N. V. (2022). Transformational, transactional, laissez-faire leadership styles and employee engagement: Evidence from Vietnam’s public sector. Sage Open, 12(2), 21582440221094606. https://doi.org/10.1177/21582440221094606.
Tigor, M. (2021). The influence of parental leadership type on socialization process in Namorambe Junior High School Students. Jurnal Pendidikan LLDIKTII Wilayah (JUDIK), 1(1). https://doi.org/10.54076/judik.v1i1.7.
Vupen, E. (2023). Normative commitment. Academy to Innovate HR. https://www.aihr.com.
Wang, Y., Xia, Q., Yue, H., Yu, R., Zhang, W., Li, J., Chen, D., & Xu, P. (2022). The relationship between work–family conflict and job satisfaction for preschool teachers in rural China: A moderated mediation model. Frontiers in Psychology, 11. https://doi.org/10.3389/fpubh.2023.1236713.
Woods, P. (2019). Democratic leadership. Encyclopaedia of Educational Administration. https://uhra.herts.ac.uk.
Alrowwad, A., Almajali, D., Masa’deh, R., Obeidat, B., & Aqqad, N. (2020). The role of organizational commitment in enhancing organizational effectiveness. Education Excellence and Innovation Management through Vision 2020. In Conference: Proceedings of the 33rd International Business Information Management Association Conference, IBIMA 2019 (pp. 9133-9154). 10-11 April, 2019, Granada, Spain. https://www.researchgate.net.
Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Naji, G. M. A., Almaamari, Q., & Beshr, B. A. H. (2023). Impact of teachers’ commitment to the relationship between transformational leadership and sustainable teaching performance. Sustainability, 2023, 15(5). https://doi.org/10.3390/su15054620.
Arar, K., & Abu Nasra, M. (2019). Leadership style, occupational perception and organizational citizenship behavior in the Arab education system in Israel. Journal of Educational Administration, 57(1), 85-100.
Barthold., C., Checci, M., Imas, M., & Jones, O. (2020). Dissensual leadership: Rethinking democratic leadership with Jacques Rancière. Sage Journals, 19(4). https://doi.org/10.1177/1350508420961529.
Carlin, D. (2019). Democratic, authoritarian, laissez-faire: what type of leader are you? Forbes. https://www.forbes.com.
Cherry, K. (2022). What is laissez-faire leadership? Very Well Mind. https://www.verywellmind.com.
Cherry, K. (2023). How to lead: 6 leadership styles and frameworks. Very Well Mind. https://www.verywellmind.com.
Du, J., Li, N. & Luo Y. (2020). Authoritarian leadership in organizational change and employees’ active reactions: Have-to and willing-to perspectives. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2019.03076.
Emeritus, E. (2023). What is democratic leadership? how does it drive success in an organization? https://emeritus.org.
Farag, S., Aboudahr, M., & Jiali, L. (2019). The relationship between distributed leadership and teachers’ organizational commitment in Guangzhou City, China. Journal of Educational and Management Studies, 9(1), PII: S232247701900001-9. https://jems.science-line.com.
Gomez, F., & Sardido, J. (2023). Tagoloan Community College – College of Education Teaching Personnel Job Satisfaction Index [JSI] in the workplace, SY 2021-2022. Globe Scientific Journals, 11(12). http://www.globalscientificjournal.com.
Han, X., Xu, Q., & Xiao, J. (2022). The influence of school atmosphere on chinese teachers’ job satisfaction: The chain mediating effect of psychological capital and professional identity. Behavioral Sciences, 13(1). https://doi.org/10.3390/bs13010001.
Halis, M. & Halis, M. (2021). The relationship between organizational culture and organizational commitment: A research in private health institutions. InfScipedia. https://www.igi-global.com. Hosseingholizadeh, R., Sharif, A., & Kerman, N. T. (2021). A systematic review of conceptual models and methodologies in research on school principals in Iran. Journal of Educational Administration, 59(5). https://doi.org/10.1108/JEA-12-2020-0253.
Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, H., & Ali, M. (2018). Journal of Knowledge & Innovation, 3(3). https://doi.org/10.1016/j.jik.2016.07.002.
Khan, A., Asimiran, S., Kadir, S., Alias, S., Atta, B., Bulafara, B., & Rehman, M. (2020). Instructional leadership and students’ academic performance: Mediating effects of teacher’s organizational commitment. International Journal of Learning, Teaching and Educational Research, 19(10). https://doi.org/10.26803/ijlter.19.10.13.
Kilicoglu, D. (2018). Understanding Democratic and Distributed Leadership: How Democratic Leadership of School Principals Related to Distributed Leadership in Schools? Educational Policy Analysis and Strategic Research, 13(3). https://doi.org/10.29329/epasr.2018.150.1.
Krastev, S. (2024). Affective commitment. The Decision Lab. https://thedecisionlab.com.
Lichtenfeld, S., Pekrun, R., Marsh, H., Nett, U., & Reiss, K. (2022). Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering. Essex Research Repository. https://repository.essex.ac.uk.
Ma, D. (2022). The role of motivation and commitment in teachers’ professional identity. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.910747/.
Manalo, R. A., de Castro, B., & Uy, C. (2020). The mediating role of job satisfaction on the effect of motivation to organizational commitment and work engagement of private secondary high school teachers in Metro-Manila. Review of Integrative Business and Economics Research, 9, 133-159.
McLeod, C. (2023). The three component model of commitment. Mind Tools. https://www.mindtools.com.
Mind Tools Content Team (2023). Lewin's leadership styles framework: Three core leadership styles. Mind Tools. https://www.mindtools.com.
Pizzolito, E., Verna, I., & Venditti, M. (2022). Authoritarian leadership styles and performance: a systematic literature review and research agenda. Management Review Quarterly, 73(2). https://doi.org/10.1007/s11301-022-00263-y.
Raupu, S., Maharani, D., Mahmud, H. & Alauddin, A. (2021). Democratic Leadership and Its Impact on Teacher Performance. AL-ISHLAH Jurnal Pendidika 13(3). https://doi.org/10.35445/alishlah.v13i3.990.
Sarwar, U., Tariq, R., & Yong, Q. (2022). Principals' leadership styles and its impact on teachers' performance at college level. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.919693.
Suyatno, S., Pambudi, D., Wantini, W., Abdurrohim, A., & Mardati, A. (2022). The mediating role of meaning at work in promoting teacher commitment andreducing burnout. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.962163.
Thanh, N. H., & Quang, N. V. (2022). Transformational, transactional, laissez-faire leadership styles and employee engagement: Evidence from Vietnam’s public sector. Sage Open, 12(2), 21582440221094606. https://doi.org/10.1177/21582440221094606.
Tigor, M. (2021). The influence of parental leadership type on socialization process in Namorambe Junior High School Students. Jurnal Pendidikan LLDIKTII Wilayah (JUDIK), 1(1). https://doi.org/10.54076/judik.v1i1.7.
Vupen, E. (2023). Normative commitment. Academy to Innovate HR. https://www.aihr.com.
Wang, Y., Xia, Q., Yue, H., Yu, R., Zhang, W., Li, J., Chen, D., & Xu, P. (2022). The relationship between work–family conflict and job satisfaction for preschool teachers in rural China: A moderated mediation model. Frontiers in Psychology, 11. https://doi.org/10.3389/fpubh.2023.1236713.
Woods, P. (2019). Democratic leadership. Encyclopaedia of Educational Administration. https://uhra.herts.ac.uk.
Published
2024-03-07
How to Cite
Esoy, J. L. E., Kilaton, L. J., Tan, J. M. B., Batonghinog, N. A., & Alonsabe, O. A. (2024). Relationship of Leadership Style and Teachers’ Commitment in Higher Education Institutions (HEIs). European Journal of Science, Innovation and Technology, 4(1), 375-392. Retrieved from https://ejsit-journal.com/index.php/ejsit/article/view/389
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Copyright (c) 2024 John Louie E. Esoy, Leonieses J. Kilaton, Janine Mae B. Tan, Nelly Ann Batonghinog, Olga A. Alonsabe
This work is licensed under a Creative Commons Attribution 4.0 International License.
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