Effect of Head Teachers’ Managerial Styles on the Teachers’ Professional and Organizational Commitment

Abstract

This study was aimed to investigate the effect of three managerial styles
i.e. autocratic, democratic, and laissez-faire of head teachers on the
professional and organization commitment of teachers at elementary
level. This research is descriptive and correlation in nature. A survey
instrument was self-developed and validated through expert opinions and
pilot study. The stratified cluster random sampling technique was used to
select 540 teachers (40 %) including 274 male and 266 female from the
population. The findings of the study show that most practiced
managerial style was democratic and least practice was laissez-faire. The
organizational and professional commitment levels of the teachers were
significantly positive correlated with democratic and negative correlated
with autocratic managerial style. It is recommended that head teachers
may adopt democratic managerial style to enhance the professional and
organizational commitment of teachers. The Punjab Education
Department may arrange the training through Directorate of Staff
Development for head teachers to practice democratic managerial style
to increase the organizational and professional commitment of teachers.
Head teachers may develop passion of duty and commitment in teachers
by making educational and organizational plan with the collaboration of
teachers and assigning duties according to their abilities, interests and
willingness. The effect of other variables on teachers’ commitment like
national educational policies, cooperation of community and parents,
work environment, academic qualification, professional qualification and
experience of teachers may be examine in further studies.