Teachers’ Organizational Commitment as A Mediating Variable Between Principals’ Quality Management Approaches And School Performance

AUTHOR(S)

DR. DEMETRIA A. SAN JUAN

ABSTRACT

—— This paper investigated the mediation effect of teacher’s organizational commitment on the relationship between principal’s Quality management approaches (QMA) and school performance in Senior High Schools in Rizal Province. Based on Total Quality Management (TQM) and Organizational Commitment (OC) theories, the study sought to fill a gap where schools showed good leadership practices but moderate school performance at institutional level. A quantitative descriptive–correlational design was used, and both the principal and teacher survey data were collected, as well as official School-Based Management (SBM) Level of Practice school performance scores. Results showed that the level of QMA was highly perceived in terms of student focus, employee commitment, integrative system, strategic–systematic practices, process approach; continual improvement; fact-based decision making and communication. However, the majority of schools were at SBM Level II (Maturing) and there was no significant direct correlation between QMA and school performance. Secondary analyses revealed that principals’ QMA had a significant effect on teachers’ organizational commitment, and this was highly related to school performance. Mediation analysis also showed that the partial mediator of teachers’ organizational commitment in transferring leadership practices into institutional outcomes is supported. Implications for the development of leadership and quality management in secondary schools emerged that draw attention to enhancing teachers’ commitment levels to these bridged practices towards valid school performance. Keywords — quality management, organizational commitment, school-based management, school leadership