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_aGuitierrez- Tangog, Marjorie S.
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_aOrganizational commitment in relation to leadership behaviors and the achievement of institutional goals /
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_cMarjorie S. Gutierrez - Tangog.
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_c26 cm.
_axv, 352 pages :
_billustration
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_aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2013.;A dissertation presented to the faculty of the Graduate School of Arts, Sciences, and Education, in Partial fulfillment of the requirements for the Degree of Education Major in Educational Administration.
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_aThis study determined if organizational commitment, leadership behaviors (i.e. in terms of relations-oriented, task-oriented or laissez-faire oriented behaviors) and group dynamics among colleagues through the components of the TORI (Trust, Openness, Realization and Independence) model contribute to the achievement of institutional goals. The study concentrated on the faculty members, non-teaching personnel and members of the schools' management during academic year 2012-2013 of the selected private member schools of the Asian Association of Schools HRD Practitioners Inc (AASHPI). Specifically, the research questions were on: 1. the status of the different respondent institutions in terms of the following: a. Organizational Commitment (affective commitment, continuance commitment, and normative commitment); b. Leadership Behaviors (relations-oriented, task-oriented and laissez-faire behaviors); c. TORI component model (Trust, Openness, Realization, and Interdependence); 2. extent of achievement of institutional goals in terms of student achievement, employee competence, enrolment, delivery of student and administrative services, job satisfaction in terms of promotions, salary and work environment of the respondent institutions; 3. the significant differences among the respondent institutions based on a. Organizational Commitment (affective commitment, continuance commitment, and normative commitment); b. Leadership Behaviors (relations-oriented, task-oriented and laissez-faire behaviors); c. TORI component model (Trust, Openness, Realization, and Interdependence);d. Institutional Goals (student achievement, employee competence, enrolment, delivery of student and administrative services, job satisfaction in terms of promotion, salary and work environment); 4. the significant relationship between institutional goals and organizational commitment, leadership behaviors and TORI component (Trust, Openness, Realization, Interdependence); and 5. the recommended policies to improve the achievement of institutional goals. The study used the descriptive survey method of research to determine the status of the organizational commitment, leadership behaviors (in terms of relations-oriented, task-oriented and laissez-fair practices) and TORI (Trust, Openness, Realization and Interdependence) components among faculty, non-teaching personnel and members of the schools' administration and management. Moreover, the research looked into the extent of achievement of institutional goals among the respondent schools and ascertain if the variables organizational commitment, leadership styles and TORI components were predictors to the achievement of institutional goals. This method was deemed most appropriate in the attempt to describe, analyze and interpret the interplay of the variables: organizational commitment, leadership styles and TORI (Trust, Openness, Realization and Interdependence) components in the achievement of institutional goals. Furthermore, there are other factors, like the level of trust felt in the organization, the resulting openness, realization and interdependence that may help improve leadership behaviors which positively affect organizational commitment. All these contribute to the achievement of institutional goals that were generated based on the responses from the research instrument, interviews and focus group of discussions were also done. All schools say that their institutional goals are realized to a high extent. The results reveal that there are significant differences among the 18 schools that participated in this study on all variables: organizational commitment (affective commitment, continuance commitment and normative commitment), leadership behaviors(in terms of relations-oriented, task-oriented and laissez-fair practices), TORI (Trust, Openness, Realization and Interdependence) and achievement of institutional goals(student achievement, employee competence, enrolment, student and administrative services, and job satisfaction in terms of promotion, salary and work environment). The results further reveal a significant positive correlation between institutional goals and organizational commitment, specifically, affective commitment, continuance commitment, normative commitment; institutional goals and leadership behaviors, specifically, relations-oriented behaviors and task-oriented behaviors; and institutional goals and TORI component model, specifically Openness, Realization and Interdependence. Affective commitment show moderate correlation with institutional goals. Among the three (3) components of TORI, both Openness and Realization have low correlation while Interdependence shows moderate correlation.
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