Ethical Leadership and Organizational Commitment as Predictors of Organizational Citizenship Behavior of Special Education Teachers: A Convergent Design

This study examined the influence of ethical leadership and organizational commitment on the organizational citizenship behavior (OCB) of public school special education (SPED) teachers in Region XI. Grounded in Social Exchange Theory and the Three-Component Model of Organizational Commitment, the study utilized a convergent mixed-methods research design to provide a comprehensive understanding of the relationships among the variables. Quantitative data were collected from 300 SPED teachers using standardized survey instruments, while qualitative data were gathered from 17 participants through in-depth interviews and focus group discussions. Descriptive results indicated that ethical leadership, organizational commitment, and OCB were all manifested at high levels among respondents. Inferential analysis revealed that ethical leadership and organizational commitment were both significantly correlated with OCB and significantly predicted teachers’ citizenship behavior, with organizational commitment emerging as the stronger predictor. Qualitative findings supported these results, highlighting themes of accountability, collaboration, and voluntary service, which reflect teachers’ willingness to go beyond formal job responsibilities. The integration of quantitative and qualitative findings confirmed that ethical leadership and organizational commitment play a crucial role in fostering OCB among SPED teachers. The study recommends strengthening ethical leadership practices and enhancing organizational support systems to sustain teachers’ commitment and promote positive organizational behaviors in educational settings.