Examining Relationship between Principals’ Leadership Styles and Professional Commitment of Teachers
Abstract
The current study was conducted to determine the relationship of different leadership styles of principals with the professional commitment of teachers(PE). The hypotheses were formulated to explore the objectives of the study. The population of the particular research consisted of the physical education teachers of all the Government colleges for girls and boys of Sargodha and D.G. khan Divisions, Punjab, Pakistan. The total number of teachers (PE) working in all government colleges of both divisions were 185, the male teachers (PE) were 90 and female teachers (PE) were 95.  As the list of these 185 individuals was available and they were supposed to be easily contacted, census method was used and all the individuals in the population surveyed for data collection. Two self-made close-ended on 5-point Likert scales (leadership styles & professional commitment) were developed and used for data collection. The total 89 % return rate of responses was recorded. Inferential and descriptive statistics were used to draw a conclusion. The research findings indicated that there is a positive correlation between transactional and transformational styles of the head of institutions’ leadership with the professional commitment of teachers (PE). Whereas, a negative relationship was found in regard to the Laissez-faire style of leadership with the teachers’ commitment. So the research study suggested that the Principals may constantly monitor performance/activities of teachers related to their job with identifying mistakes and errors. It leads to enhance the professional commitment level of teachers.
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