Abstract
Decision-making and organizational commitment play an important role in school operations by fostering a positive work environment, enhancing teacher performance, and improving learning outcomes. This quantitative study aims to assess the influence of school heads’ decision-making style on teachers’ organizational commitment in Integrated Schools in Region XII. Using descriptive and correlational research designs, teachers at integrated schools, selected based on predetermined inclusion criteria, respond to two adapted research questionnaires. The study finds that school heads predominantly employ a Behavioral Decision-Making Style and teachers show a high level of Organizational Commitment. The findings reveal that among the decision-making styles only the Directive Decision-Making Style shows a significant relationship with teachers’ Organizational Commitment. Regression analysis indicates that while Decision-Making has a significant predictive effect on Teachers’ Organizational Commitment, other factors are likely to contribute to the variation.
