Mediating Role of Motivation to Work in the Relationship between Instructional Leadership and Organizational Commitment among Private School Teachers

Abstract

Weakened organisational commitment may be shaped by a range of school-related factors, particularly leadership practices and levels of teacher motivation. This phenomenon has substantial implications for educational institutions, as diminished organisational commitment is frequently associated with lower instructional effectiveness, reduced teacher engagement, and decreased participation in school-related initiatives and collaborative activities. Furthermore, weakened commitment may adversely affect the overall school climate, thereby limiting the institution’s capacity to achieve its educational objectives effectively. This study examined the mediating role of motivation to work in the relationship between instructional leadership and organizational commitment among 298 private school teachers from eight private schools in Toril District, Davao City. This study utilized three adapted and modified questionnaires. The first questionnaire is the Teachers' Motivation Questionnaire (TMQ) adapted from Ramzan et al. (2023) and consisted of 18 items, yielding a Cronbach’s alpha of 0.919. The respondents were chosen through total enumeration sampling, and the data were analyzed using mediation analysis. Results revealed no mediation; thus, the General Systems Theory was not supported by the findings of this study. Future studies may explore other mediators, use a mixed-method approach, and implement programs that strengthen instructional leadership practices to sustain teacher organizational commitment.