SCHOOL PRINCIPAL LEADERSHIP STYLES AND TEACHERS ORGANIZATIONAL COMMITMENT. A RESEARCH AGENDA

Abstract

This research served the intention of examining the relationship between perceptions of principal leadership styles and teachers’ organizational commitment between performing and underperforming schools as well as to identify the leaders’ gender as a moderating variable. Other influential factors including teacher age, position tenure, years of experiences, religion and educational level as suggested by previous researches are being investigated in this study to further clarify this relationship. Three domains of leadership styles namely Transformational, Transactional and Nurturant were apply. The former and later types of leadership were chosen was based on the concept of “Caring Societal” which the MOE trying to instill in our educational scenario. Teachers’ commitment was examined using questionnaires developed by Meyer and Allen’s (1997). Gender of principals is added to serve as a moderating effect on this relationship which is basically based on this pre-dominant Muslim society where the preferably leadership gender is still maleAffective (AC), Continuance (CC), Normative (NC), Transformational, Transactional, Nurturant