Transformational Leadership Of Middle Management And Teacher Commitment Toward Enhanced Faculty Leadership Program

Abstract

This study investigates the relationship between transformational leadership and teacher commitment in educational institutions in Manila and Pasay City, Philippines. Employing a descriptive-quantitative and comparative correlational design, the research utilizes a validated researcher-made questionnaire distributed to 133 teachers holding middle management positions in four schools. The study identifies key factors influencing teacher commitment—workload, salary, administrative support, and work environment—and examines the impact of transformational leadership styles, including Inspirational Motivation, Individualized Consideration, Intellectual Stimulation, and Idealized Influence, on teacher commitment. Multiple regression analysis is used to determine the significance of these leadership styles on teacher commitment. The findings reveal a strong positive relationship between transformational leadership components and teacher commitment, with Inspirational Motivation emerging as the most potent predictor. Based on these results, the study proposes a Faculty Leadership Training Program, emphasizing these leadership styles to enhance teacher commitment and job satisfaction. The research contributes to understanding the role of transformational leadership in fostering teacher commitment, offering insights for educational leaders and policy makers to improve teacher retention and educational outcomes.