A Study Examining the Influence of Principals’ Situational Leadership Practices on Teachers’ Organizational Commitment in Bhutan

Abstract

How well a school performs largely depends on the commitment of teachers and the degree of their commitment greatly depends on the versatility of school leaders. For this reason, school leadership serves as an inner powerhouse of both school effectiveness and teachers’ commitment towards their organization. This quantitative research is conducted to examine situational leadership practices and their relationship with teachers’ commitment towards their organization in Bhutan. Using a simple random sampling method, 305 teachers in higher secondary schools of Bhutan were selected for the study. The descriptive analysis confirmed that overall Bhutanese principals’ situational leadership practices were found at a moderate level. Additionally, results showed a positive correlation between the principal’s situational leadership practices and the organizational commitment of the teachers. Although, the effect size of principals’ situational leadership was not found high, nevertheless, the study established that the coaching and directing dimension of principal’s situational leadership practices are good predictors of teachers’ organizational commitment.