The relationship between leadership styles and organisational commitment among teachers in public secondary schools

Lee, Josephine Ching Pieng (2012) The relationship between leadership styles and organisational commitment among teachers in public secondary schools. Masters thesis, Universiti Malaysia Sarawak, (UNIMAS).

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Abstract

Teachers leave the field of education with rates that are among the highest in the nation compared to other professions. This escalating problem is an issue of growing concern in many parts of the world prompting many to opt for early retirement due to different factors: personal reasons, health problems, and job dissatisfaction, poor administrative support and student discipline problems. The purpose of this research study was to examine and to ascertain if a relationship exists between the leadership styles of school principals and teacher's organizational commitment in selected government secondary schools; the leadership styles chosen are transactional and transformational leadershi~ The participants in this study comprise 400 teachers with diverse demographic backgrounds from seven secondary schools in the state. This study employed a quantitative approach using a composite survey instrument adapted from the MultiFactor Leadership Questionnaire (MLQ) developed by Bass and Avolio (1997) and Organizational Commitment Questionnaire is adapted from Meyer and AlI:cn (1996) based on their Three-Component Model. The different variables were reclustered using exploratory factor analysis. Data were analysed using descriptive, reliability analysis, correlation and linear regression analyses. A predominantly statistically significant positive correlation existed between transformational leadership style and the dimensions of organisational commitment while mixed results are obtained for transactional leadership. This study proposed strategies for school principals, the school management and the education department to increase organisation commitment among teacher which can lead to an overall improvement in teacher satisfaction and better results for schools.

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