Purpose-Driven Leadership and Teachers' Commitment in Public Elementary Schools in the Division of San Pedro Laguna: Inputs to Sustainability Program

Abstract

Purpose-driven leadership has emerged as an important approach to strengthening organizational effectiveness by promoting shared purpose, ethical leadership, collaboration, and professional engagement. This study examined the relationship between purpose-driven leadership and teachers' commitment among public elementary schools in the Division of San Pedro, Laguna. Specifically, it assessed purpose-driven leadership in terms of clarity of purpose and mission; alignment of goals and values; shared vision and collaboration; ethical and values-based decision-making; empowerment and motivation; community and stakeholder engagement; and teachers' affective, continuance, and normative commitment. Using a descriptive-correlational research design, data were collected from school heads, teachers, and non-teaching personnel through a validated researcher-developed questionnaire. Weighted mean, one-way analysis of variance (ANOVA), Pearson Product-Moment Correlation, and t-test for the significance of correlation were employed to analyze the data. The findings revealed that purpose-driven leadership was Highly Evident, while teachers demonstrated a High Level of Commitment. Significant differences were observed in selected leadership dimensions among respondent groups, and a significant positive relationship was established between purpose-driven leadership and teachers' commitment. Respondents also identified communication concerns, workload, limited professional development opportunities, and resource constraints as moderately encountered challenges. Based on the findings, a Leadership and Commitment Sustainability Program was developed to strengthen leadership practices, enhance teachers' commitment, and support continuous school improvement in public elementary schools.