Influence of leadership competencies and teachers' commitment to school culture

Abstract

This study aimed to determine if leadership competencies and teachers’ commitment significantly influenced school culture in Tagum Central District Public Elementary School in Tagum City Division were the respondents of this research. The statistical tools used were Mean, Pearson-r, Regression Analysis, and quantitative non-experimental research utilizing correlation technique with regression analysis is the research design of this paper. Results reveal that the level of leadership competencies in terms of a positive disposition, cultivating a shared belonging, supporting social relationships, focus on vision, and enhancing trust offer/accept Feedback was very high. The level of teachers’ commitment yielded a descriptive equivalent of very high in terms of job satisfaction, stress, commitment, career longevity, and career plans reflected a descriptive equivalent of very high. On the other hand, reasons for wanting to leave an indicator reflect a descriptive equivalent of High. For the level of school culture, it yielded a very high result in terms of professional collaboration, affiliative collegiality, and self-determination. There was a positive significant relationship between leadership competencies and teachers’ commitment to school culture.