School Heads' Job Commitment, Leadership Styles and Skills: Its Influence on School Performance

Abstract

School leadership is an important factor in quality education. Leaders who positively influence their teachers, students, community, and stakeholders may result in high-level students and school performance. Good leadership in schools helps to foster both a positive and motivating culture for staff and a high-quality experience for learners. Leaders at all levels in schools can contribute to this by developing the top skills, styles, and commitment needed by school leaders (Ahmad & Ghavifekr, 2017).
The worldwide research gap in the job commitment, leadership styles, and skills of school heads and their impact on school performance underscores the need for comprehensive studies that explore how different leadership approaches and competencies influence teacher commitment and overall school outcomes across diverse educational settings globally. Existing research has highlighted the significance of leadership in shaping school success, but there is a lack of detailed analysis on how specific leadership styles affect teacher commitment and subsequent school performance (Jamal, 2014). Additionally, there is a call for research that examines the role of emotional intelligence, cultural sensitivity, and adaptive leadership practices of school heads in multicultural and diverse educational environments worldwide. Understanding how leaders navigate cultural complexities, create inclusive environments, and inspire teacher dedication is crucial for fostering positive school climates and enhancing student learning globally (Polat, Arslan & Dincer, 2017).
Furthermore, as eloquently stated by Khan (2019), there is also a challenge in studying the lasting effects of leadership development programs, mentorship initiatives, and continuous professional learning opportunities for school heads on sustaining teacher commitment, motivation, and performance over time. Exploring the impact of ongoing leadership training on enhancing school leadership practices can help identify effective strategies for promoting long-term teacher commitment and driving continuous improvements in school performance on a global scale. However, in the Department of Education, the role of school leaders has changed radically as countries transform their education systems to prepare young people to function in today's world of rapid technological change, economic globalization, and increased migration and mobility. One of the new roles they are being asked to play is to work beyond their school premises so that they can contribute to the success of their school and the entire system. The role, responsibilities, and expectations of school principals make their job challenging, stressful and frustrating. Addressing these challenges is essential for the success of schools in providing high-quality education (Brooks & Sutherland, 2014).
Thus, the researcher would like to evaluate the job commitment and leadership styles and skills of school heads in relation to school performance in Danao, Dagohoy, San Miguel, and Trinidad (DaDaSanTri) districts for the School Year 2024- 2025, and point out the connections of these variables. The researcher would also like to formulate an action plan that can be beneficial to the research participants.