Human Resource Management Practices and Leadership Styles as Predictors of Teacher Commitment among Private Secondary Teachers in the Province of Surigao Del Sur: A Convergent Design

Amidst educators' daily challenges, teacher commitment remains an unwavering force that fuels the pursuit of excellence, ensuring optimal learning experiences and fostering student success. This study utilized mixed methods approach, specifically a convergent design, to determine the influence of human resource management practices and leadership styles on teacher commitment. The study participants were the teachers from the private secondary schools in the Province of Surigao del Sur, which were chosen using cluster sampling according to municipality/city during the quantitative phase and purposively selected in the qualitative phase. Further, adapted survey tools with a Five-point Likert Scale and an interview guide were used to extract data relative to the research questions. The mean, standard deviation, and linear regression were used as statistical tools. In the qualitative phase, core ideas and thematic analysis were employed to generate the essential themes. The quantitative and qualitative data were collected at the same time then the analysis of the data followed. Results showed that the status of leadership styles was very high while the human resource management practices were high. The status of teacher commitment was always evident. Furthermore, as regards the relationship of variables, the study revealed that human resource management practices do not have a significant relationship with teacher commitment. At the same time, the leadership styles were significantly correlated with teacher commitment. In the qualitative phase of the study, eight themes were formed based on participants' lived experiences regarding teacher commitment: empower connections, innovative instructional approaches, judicious discipline and guidance, task-oriented excellence, continuous professional growth, conscientious dedication, institutional loyalty, and collaborative harmony. In addition, six themes were generated from the insights shared by the participants regarding the beliefs and attitude on teacher commitment: positive climate, catalyzing leadership, engaged empowerment, unwavering mastery, innovative pedagogies, and empowering potentials. Finally, the result of the merging of quantitative and qualitative findings produced merging-converging nature on the human resource management practices and teacher commitment and significant influence of the study variables while merging-expanding for the leadership styles.