Relationship of Principal Accountability and Teacher Empowerment to the Organizational Commitment in the Division of Lucena City



The descriptive correlational study discussed the relationship between principal accountability, teacher empowerment, and organizational commitment. Data was gathered using a validated self-devised instrument and analyzed utilizing frequency-percentage distribution, weighted mean, and Pearson correlation moment. School principals are middle-aged, while teachers are younger adult generation. Both groups of respondents are female with more than eleven years, with few trainings, and are engaged in medium-sized schools. Organizational accountability in all aspects is extremely practiced by school principals, although specifically highly practiced in terms of interpersonal expectations and least in terms of the consequence of compliance. The majority of the teachers are highly empowered; they are specifically high in making decisions and have a sense of autonomy. The school principals possess strong organizational commitment. Meanwhile, most teachers are extremely committed as they have values, are goaloriented, and have affection for their organization. Accountability is generally uncorrelated with Teachers’ Empowerment Practices. Accountability practices influence the sense of autonomy in teachers’ empowerment. School principal accountability is not correlated with their commitment to their school organization in terms of affective, continuance, and normative. School principals’ accountability in terms of interpersonal relationships is not related to interpersonal relationships and expectations. The school principals’ accountability and consequence of compliance in professional growth and activities to stakeholders according to the teachers. The following were recommended: continue to provide more training such as Learning Action Cell Sessions relative to accountability and empowerment; provide instructional and administrative monitoring; inspire the teachers to be more empowered by modeling leadership style thru various technical assistance during observations and seminars. Provide a positive atmosphere and focus group discussion on organizational commitment. Intensify the autonomy at work through updated guidelines, policies, and work expectations, and innovate activities during the In-Service Training.


principal accountability
teacher empowerment
organizational commitment
affective commitment
normative commitment
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