INVESTIGATING HUMAN RELATIONS OF SCHOOL HEADS AND ITS IMPACT TO TEACHERS’ AFFECTIVE COMMITMENT TO SCHOOL, ACADEMIC SELF-EFFICACY, AND PROFESSIONAL COMPETENCE

This research investigated the human relations of school heads and their impact on the teachers’ affective commitment, academic self-efficacy, and professional competence. Using stratified random sampling, a total of 200 teachers from big or mega schools in the Schools Division of Quezon were chosen as respondents. Moreover, this investigation utilized a quantitative-qualitative research design specifically the explanatory sequential approach to obtain primarily quantitative and qualitative data using survey questionnaires on the teachers’ views on human relations in terms of communication, conflict resolution, and general welfare of human resources; the school heads human relations towards teachers’ affective commitment to school as to dedication to work, engagement in school activities, and service loyalty (10, 15, 20 years); the school heads human relations towards teachers’ academic self-efficacy as to classroom management, technical assistance on instructional strategies, and work performance; the school heads human relations towards teachers’ professional competence as to personal development, professional development, and teacher efficiency and effectiveness. The findings of the study revealed that the teachers in mega schools in DepEd Quezon concur that school heads' human relations are within the “above average” level. There is a significant negative correlation between school heads’ human relations and teachers’ affective commitment, a strong positive correlation with academic self-efficacy, and a moderate positive correlation with professional competence, but no significant relationship is found when grouped by sex, length of service, or current position. Likewise, there is a significant negative correlation between school heads’ human relations and teachers’ affective commitment, a strong positive correlation with academic self-efficacy, and a moderate positive correlation with professional competence, but no significant relationship is found when grouped by sex, length of service, or current position. This study proposed a humanized educational leadership framework that would aid develop a positive and harmonious relationship between school heads and teachers focusing on support for teacher’ work and life balance, conflict resolution strategies, personal space safety in school, academic exchange or open communication with superiors in school towards the development of a deeper sense of commitment to the teaching profession which is a crucial component of effective and efficient classroom instruction.