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Organizational commitment of the higher secondary school teachers in bhutan: does principal’s situational leadership style matters?

Author: 
Lotey Gyeltshen and Sonam Zangmo
Subject Area: 
Social Sciences and Humanities
Abstract: 

School leadership has been viewed as a crucial factor in success of the school. It has been found that successful school requires committed teachers lead by capable and competent principal for efficient and effective functioning of the school activities. This study was aimed at examining the organizational commitment of higher secondary school teachers in Bhutan and the influence of principal’s situational leadership style on teacher’s organizational commitment. The data was collected from 305 higher secondary school teachers through self administered survey questionnaire. The following statistics were employed for data analysis: means, Standard deviations, One way Annova, Independent t-test, the Pearson r analysis, and stepwise multiple regression analysis. The result revealed that the overall teacher’s perception level on the principal’s situational leadership style was found at moderate level and organizational commitment of teacher’s at high level. The study indicated that there were statistical differences between the teacher’s perceptional level on the principal’s leadership style by gender and educational qualification but no statistical difference was found based on teacher’s teaching experience. The study revealed that there were statistical differences in teacher’s perception level on their organizational commitment based on gender, while, no statistical differences were found based on teacher’s educational qualification and teaching experience. It was found that there were little positive correlation between principal’s situational leadership style and the organizational commitment of the teachers. The study also concluded that coaching and directing dimension of principal’s situational leadership style as the best predictive dimensions to influence the organizational commitment of the teachers.

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