Change Management Strategies And Leadership Styles Of School Administrators: Their Effect On The Teachers’ Organizational Commitment

Abstract

The phenomenon of change is a continuous and inherent aspect of nature. The adoption of a particular practice has become a habitual pattern for both an entity, its workforce, and its leadership. This study was conducted to examine the effect of change management strategies and leadership styles of school administrators on the organizational commitment of teachers. Descriptive survey design was utilized to provide appropriate analysis, and interpretation of results. Survey questionnaires were administered to a total of 401 respondents. The school administrators’ change management strategies and leadership styles mean scores were obtained by administering three (3) sets of questionnaires:  School Administrator (AQ) version, Teacher (TQ) version, and Stakeholders (SQ) version. Teachers’ organizational commitment mean scores were obtained through the TQ version of the questionnaire. Mean and ANOVA were used to describe gathered data and make inferences.

      This study found out that school administrators’ utilization of empirical-rational, environmental-adaptive, and power-coercive strategies were evident while use of the normative-reeducative strategy was moderately evident. Further, transformational leadership and transactional leadership were evident among the school administrators. Meanwhile, Laissez-Faire leadership is moderately evident. Further, affective, continuance and normative commitment dimensions of teachers were evident. Significant difference was found among the organizational commitment of teachers. Affective commitment level of teachers statistically significantly differ from their normative commitment and continuance commitment. Moreover, the degrees to which school administrators employ the different change management strategy significantly differ from each other. The use of empirical-rational as a change management strategy was found out to be statistically significantly different than power-coercive strategy and normative-reeducative strategy. Leadership styles of school administrators do not affect teachers’ commitment to the Department of Education (DepEd). Their commitment was attributed greatly to their affective attachment to the goals and values of the organization. It is also concluded that organizational commitment of teachers was influenced by change management strategies employed by school administrators but not by their leadership styles.