This study aimed to determine the extent of School-Based Management (SBM) leadership as perceived by teachers and to examine its relationship with teachers’ organizational commitment in Binugao District. Specifically, it assessed SBM leadership in terms of strategic direction and SIP alignment, operational efficiency and accountability, learning-focused supervision, and community participation and partnerships, as well as organizational commitment in terms of affective, continuance, normative, and professional commitment to school goals. A quantitative, cross-sectional correlational research design was employed involving 104 public school teachers. Data were gathered using a structured survey questionnaire and analyzed through mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. Results revealed that SBM leadership and teachers’ organizational commitment were both rated moderate. A significant moderate positive relationship was found between SBM leadership and teachers’ organizational commitment, indicating that stronger SBM leadership practices were associated with higher levels of teacher commitment. Regression results showed that SBM leadership domains collectively explained a substantial proportion of the variance in teachers’ organizational commitment. Among the domains, operational efficiency and accountability emerged as the strongest predictor, followed by community participation and partnerships. Strategic direction and SIP alignment and learning-focused supervision did not independently predict organizational commitment. Schools may strengthen clear operational systems, accountability practices, stakeholder engagement, and community partnerships to improve teacher commitment and sustain collaborative school governance.
Ronald Poticar (Tue,) studied this question.