Abstract

Teacher commitment serves as a foundation for educational quality, reflecting teachers’ dedication, sense of responsibility, and willingness to contribute to school goals. This study examined the influence of distributed leadership on teacher commitment, with school climate as a mediating variable, among public secondary school teachers in the Division of Cagayan de Oro City. Guided by Spillane’s Distributed Leadership Theory (2006), Social Exchange Theory, and Organizational Climate Theory, a quantitative research design with mediation analysis was employed. A total of 116 teachers were selected through stratified random sampling, and data were gathered using validated instruments and analyzed through non-parametric tests, regression, and mediation analysis. Results revealed that teachers exhibited a very high level of commitment across all dimensions and perceived high levels of distributed leadership and positive school climate. No significant differences in teacher commitment were found when grouped by position, educational attainment, or tenure. Regression and mediation analyses showed that distributed leadership significantly influenced both school climate and teacher commitment, with school climate fully mediating their relationship. Qualitative data on teachers’ lived experiences revealed themes of supportive and empowering leadership, participative and collaborative leadership, transformational and ethical leadership, and a positive school climate, highlighting how the school head’s leadership influenced their commitment. These findings indicated that fostering distributed leadership enhances teacher commitment through a positive and collaborative school climate. A Distributed Leadership–School Climate–Teacher Commitment Enhancement Training (DLSC-ET) was developed to strengthen shared governance and sustain teacher engagement.

Keywords

  • shared leadership
  • organizational climate
  • teacher motivation
  • mediation
  • educational management

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