Relationship of Leadership Style and Teachers’ Commitment in Higher Education Institutions (HEIs)

  • John Louie E. Esoy
  • Leonieses J. Kilaton
  • Janine Mae B. Tan
  • Nelly Ann Batonghinog
  • Olga A. Alonsabe
Keywords: leadership styles, teacher commitment, Higher Education Institutions (HEIs)


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.


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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