Leadership and Management Competencies of School Heads as Predictors of Organizational Commitment of Public School Teachers

This study examines how the leadership and management skills of school heads influence public school teachers' work commitment, a relationship central to shaping teacher motivation and overall performance. Focusing on the North Glan 3 District for the school year 2024–2025, the research evaluates leadership through administrative, interpersonal, and conceptual domains, alongside management skills in communication and leadership. Using a quantitative non-experimental design with a descriptive-correlational approach, data were gathered from a sample of 129 respondents out of a total population of 142 school heads and teachers. The findings indicate that while school heads demonstrate high leadership proficiency, their management skills are perceived as moderate. Despite this difference, teachers maintain a high level of work commitment. Statistical analysis confirms a significant relationship between school heads' skills and teacher commitment; specifically, administrative, interpersonal, and conceptual leadership—along with core management skills—emerge as vital predictors. Notably, communication skills did not show a similar predictive effect in this context. Ultimately, these results underscore that the professional capabilities of school heads are essential drivers in strengthening and sustaining teacher commitment within the district.