Relationship Between Principals’ Leadership Styles and Teachers’ Professional Commitment in Public Schools of Ziarat, Balochistan

Abstract

The leadership of school principal plays a vital role in the success of an institution (Vernon-Dotson, 2008) as well as in the betterment of student outcomes (DuFour & Mattos, 2013). However, this success is not possible unless the teachers are committed to their profession (Altun, 2017). The present study examines the insight of teachers concerning the leadership approaches of their school principals, and its association with the teachers’ professional commitment. Data were gathered from 243 teachers working in 33 (19 boys and 14 girls) public schools across District Ziarat, Balochistan. A questionnaire consisting of Leadership Style Scale developed by Crowe associates (2013) and Professional Commitment Scale for Teachers by Kaur, Ranu, and Brar (2011) was used to collect data. The findings of the study established a positive and moderate relationship between leadership style and teacher professional commitment. The results indicated that most of the teachers perceived that their principals practice delegating leadership style. Teachers were found to be committed to the teaching profession. Facilitating leadership style was observed to have a strong effect on teachers’ professional commitment. The study concluded that principals’ leadership style significantly affects the professional commitment of teachers in Ziarat, Balochistan. Keywords: leadership styles, professional commitment, public schools, Ziarat.