Teachers’ Commitment and Leadership Behavior in Select District Schools of Misamis Oriental
Abstract
Teachers' commitment thrives on school leaders' supportive communication, fairness, and positivity. This study was conducted to determine teachers’ commitment and school administrators’ leadership behavior in select districts in the Division of Misamis Oriental during the School Year 2024–2025. This aimed to describe the respondents’ profile; find out the respondents’ level of commitment; examine how the respondents perceived their leadership behavior; determine the significant relationship between respondents’ commitment and their leadership behavior; and test the moderating effect of the respondents’ profile on the relationship between commitment and leadership behavior. The study employed a descriptive-correlational research design and utilized a universal sampling technique involving all one hundred eighty-four Grade 5 public elementary school teachers from nine districts. Data were collected using a researcher-made questionnaire and analyzed through descriptive statistics such as frequency, percentage, mean, SD as well as Pearson (r) and regression analysis to describe and interpret the data. Findings revealed that the majority of the respondents were female, aged thirty to thirty-nine years, Teacher I, and bachelor’s degree holders. Teachers were highly committed to their school, while teacher-respondents rated accountability as the highest leadership behavior demonstrated by school heads. A significant relationship was found between teachers’ commitment and leadership behavior. Further analysis showed that the respondents’ profile did not significantly moderate the relationship between teachers’ commitment and perceived leadership behavior. The study concludes that strong and supportive leadership plays a crucial role in sustaining teachers’ commitment. School heads should strengthen leadership practices through improved communication, guidance, and support to further enhance teachers’ professional dedication and engagement in schools.