Correlation between School Heads’ Management Styles and Teachers’ Commitment and Performance: Basis for a Proposed Managerial Retooling Program

AUTHOR(S)

Yolando S. Canton, EMD.

ABSTRACT

Today’s schools require the school heads to be highly visible and have management styles that fit all types of teachers in the workplace. This study aimed to determine the correlation between school heads’ management styles and teachers’ commitment and performance in the Divisions of Zamboanga del Norte, Dipolog City, and Dapitan City during the school year 2019-2020. The study used survey and correlational research methods involving 346 elementary school teachers and 258 school heads. The statistical methods used were the weighted mean and the Spearman Rank-Order Correlation Coefficient. Findings revealed that school heads exceedingly used traditional and modern management styles. On the other hand, the teachers were very highly committed to and highly proficient in the teaching job. However, school heads’ traditional management styles were moderately and positively correlated with and significantly related to the teachers’ level of commitment. In contrast, the correlation between school heads’ modern management styles and teachers’ performance was positively low and not significantly. It can be inferred that school heads’ management styles are not recognized reasonably by teachers. Nevertheless, despite contradictions in the management styles used by school heads, teachers have a very high degree of acceptance of the profession with a strong desire, participation with devotion, and loyalty towards the task. Hence, school heads should further define and strengthen their management styles and be visible to teachers through the School Heads’ Managerial Retooling Program and keep abreast of the current management styles to become more productive and effective in managing the schools.