School Heads’ Distributed Leadership and Organizational Commitment of Teachers

Abstract Aim: This study examined the level of distributed leadership among school heads and its relationship with teachers’ organizational commitment in San Pascual South District. Methodology: This study used a descriptive, evaluative, and correlational design using surveys to determine the relationship between the variables. This study was conducted at San Pascual South District for Elementary Teachers with 145 respondents resulting in a response rate of approximately 96.67%. Results: A highly significant relationship was found between "Leadership Practices" and "Affective Commitment" (p = .005), indicating that better leadership practices positively influence teachers' emotional connection to the school. A significant relationship was also observed between "Mission, Vision, and Goals" and "Affective Commitment" (p = .044). However, no significant relationships were found between distributed leadership and other aspects of organizational commitment. Conclusion: Teachers’ emotional commitment to the school is influenced by strong leadership practices and a clear mission. However, distributed leadership does not significantly impact teachers' decisions to stay due to necessity or obligation. Keywords: correlation, work environment, job satisfaction, organizational commitment