UNDERSTANDING THE LINK RELATIONSHIP OF SERVICE QUALITY, SCHOOL HEAD INSTRUCTIONAL LEADERSHIP AND ORGANIZATIONAL COMMITMENT

Educational Administration

This study was conducted to determine whether service quality and instructional leadership of school heads predict organizational commitment among school personnel in the Maco North District. The three-component model was used as an instrument to gather relevant data. Mean, Pearson's r, and multiple regression analysis were employed to analyze the data. The results revealed that the levels of service quality and instructional leadership among school heads were very high. Similarly, organizational commitment among personnel was found to be very high, with normative and continuance commitment higher than affective commitment. Furthermore, the results showed that service quality and instructional leadership are significantly related to organizational commitment. Regression analysis indicated that instructional leadership has a stronger influence on personnel commitment compared to service quality. Among the domains of service quality, empathy and responsiveness emerged as significant predictors, while in instructional leadership, providing instructional resources and giving feedback on teaching and learning were identified as key contributors to organizational commitment. Thus, the study posits that effective instructional leadership and high-quality service delivery of school heads play a crucial role in strengthening organizational commitment among school personnel. Moreover, leadership practices that emphasize support, responsiveness, and professional guidance significantly contribute to a positive organizational climate. Therefore, it is recommended that school heads continuously enhance their instructional leadership practices and service quality to sustain commitment and promote overall school effectiveness.

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