ManuScript Details
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Paper Id:
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IJARW3054
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Title:
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SUPERVISORY PRACTICES AND ORGANIZATIONAL COMMITMENT ON LEADERSHIP CAPABILITY OF SCHOOL HEADS
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 7 Issue 11 |
| Pages: |
12
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| Published On: |
5/10/2026 9:34:06 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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BERNARD JOEY L. BOQUILA |
| Institute: |
DEPARTMENT OF EDUCATION |
Co - Author Details
| Author Name |
Author Institute |
| Aprell L. Abellana |
Central Mindanao University |
| Raul C. Orongan |
Central Mindanao University |
Abstract
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Research Area:
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Education |
| KeyWord: |
supervisory practices, organizational commitment, leadership capability, school heads, teacher guidance |
| Abstract: |
This study, Supervisory Practices, Organizational Commitment, and Leadership Capability of School Heads in the Division of Bukidnon, School Year 2025–2026, examines how school heads' supervisory practices (teachers' guidance, support, performance assessment) and teachers' organizational commitment (emotional attachment, continuance, normative) influence leadership capability across five PPSSH domains: instructional competence, teaching/learning focus, connections, operations/resources, and self/others development. Public school teachers rated their school heads via validated surveys in a quantitative descriptive-correlational design. SPSS was used to analyze data using means for levels, Pearson correlations for relationships, and multiple regression for predictive effects.
Supervisory practices is rated very high, excelling in performance assessment but showing minor gaps in consistent support. Organizational commitment is low, with weak emotional ties and continuance factors, despite a stronger normative duty. Leadership capability is very highly manifested with the strongest scores in instructional leadership and operations, and slightly lower in relational areas such as connections and professional development. Significant positive correlations linked supervision strongly to leadership and commitment moderately to leadership. Regression analysis confirmed both as key predictors, with supportive supervision and trust-building commitment explaining a substantial portion of the variance in leadership.
Despite strong supervision and leadership, modest teacher commitment signals turnover risks threatening school stability. School heads should maintain core strengths while prioritizing relational strategies, frequent classroom observations, targeted mentoring for new teachers, collaborative planning, and meaningful recognition, to build a sense of belonging, trust, and retention in line with DepEd standards. Future research should explore the influences of school climate or use mixed methods to uncover deeper causal links.
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Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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BERNARD JOEY L. BOQUILA, Aprell L. Abellana, Raul C. Orongan, "SUPERVISORY PRACTICES AND ORGANIZATIONAL COMMITMENT ON LEADERSHIP CAPABILITY OF SCHOOL HEADS", International Journal Of All Research Writings,
vol. 7, no. 11, pp. 160-171, 2026.
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MLA
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BERNARD JOEY L. BOQUILA, Aprell L. Abellana, Raul C. Orongan "SUPERVISORY PRACTICES AND ORGANIZATIONAL COMMITMENT ON LEADERSHIP CAPABILITY OF SCHOOL HEADS." International Journal Of All Research Writings,
vol 7, no. 11, 2026, pp. 160-171.
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APA
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BERNARD JOEY L. BOQUILA, Aprell L. Abellana, Raul C. Orongan (2026). SUPERVISORY PRACTICES AND ORGANIZATIONAL COMMITMENT ON LEADERSHIP CAPABILITY OF SCHOOL HEADS. International Journal Of All Research Writings,
7(11), 160-171.
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SUPERVISORY PRACTICES AND ORGANIZATIONAL COMMITMENT ON LEADERSHIP CAPABILITY OF SCHOOL HEADS
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