Learning-Centered Leadership of School Heads and Its Moderating Effect on Organizational Culture and Organizational Performance

The study determined the moderating effect of learning-centered leadership of school heads on the relationship between organizational culture and organizational performance. This paper employed descriptive-correlational research design and moderation analysis. Weighted mean, Pearson r, and path analysis were used to analyze the data. There were three standardized questionnaires utilized to collect data. The respondents of the study were 300 elementary, junior and senior high school teachers which were chosen using stratified sampling. Results revealed that the level of organizational culture was high, and the levels of organizational performance and learning-centered leadership of school heads were very high. There was a significant relationship between organizational culture and organizational performance, and learning-centered leadership of school heads and organizational performance. Furthermore, the result of moderation analysis using path analysis revealed the moderating effect of learning-centered leadership of school heads on the relationship between organizational culture and organizational performance was significant. Therefore, the learning-centered leadership of school heads strengthens the relationship between the organizational culture and the organizational performance of teachers. This implies that a positive and thriving culture aligns employees with the organization's objectives, fostering innovation, productivity, and engagement. It enhances satisfaction, provides consistency in decision-making, and attracts and retains teachers, all contributing to enhanced performance.