Effect of Leadership Practices of School Heads in Mentoring Teachers as Key to Organizational Commitment

Abstract

A sympathetic kind of leadership enhances a school environment which is conducive for everyone that affect their development and retention positively. This study aims to look for perceptions to inform educational leadership approaches and also in able to come up to discuss it for effective school governance. Using the descriptive correlational method, public school teachers responded to a survey questionnaire, it serves as a guide to identify, determine and analyze the relationship of school head leadership power and teachers’ commitment on-the-job. Furthermore, results suggest that while Leadership Practice itself does not directly influence Organizational Commitment, it plays an important role in shaping Mentoring of Teachers, which in turn significantly impacts Organizational Commitment.