An Investigation into Principals’ Instructional Leadership and Lecturers’ Organizational Commitment Within the Community Colleges in Jamaica



Abstract Views
272

Downloads
238

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Submitted Apr 22, 2023
Published May 31, 2023
10.24018/ejedu.2023.4.3.670

Abstract viewed = 272 times

Table of Contents

##plugins.themes.bootstrap3.article.main##

The purpose of this quantitative correlational study was to examine the relationship between lecturers’ ratings of principals' instructional leadership and lecturers' views of their organizational commitment (OC) within the community colleges in Jamaica. Quantitative data were collected using a questionnaire that adopted the Principal Instructional Management Rating Scale and the Three-Component Model of Organizational Commitment. A total of 170 lecturers participated in the survey, which used total population sampling, a purposive sampling technique. The Social Exchange Theory, Organizational Commitment Model, and Instructional Leadership Model provided theoretical frameworks for the study. Results of the Pearson Product Moment Correlation showed an overall low but positive association between principals’ instructional leadership and lecturers’ organizational commitment. Defining the college mission was positively correlated with affective and normative commitment but negatively with continuance commitment. Results of the Multiple Regression Analysis indicated that defining the college mission, managing instructional programs, and creating a positive college climate predicted affective and continuous commitment. However, creating a positive college climate was the only predictor of normative commitment. The study concluded that principals' instructional leadership is necessary within the community colleges and was associated with lecturers' organizational commitment.
Keywords: Affective Commitment Continuance Commitment Normative Commitment Organizational Commitment Principal Instructional Leadership

References

  1. Akoglu, H. (2018). User’s guide to correlation coefficient. Turkish Journal of Emergency Medicine, 18(3), 91-93. https://doi.org/10.1016/j.tjem.2018.08.001.
     Google Scholar
  2. Allen, N. J., & Meyer, J. P. (1993). Organizational commitment: Evidence of career stage effects. Journal of Business Research, 26(1), 49–61. https://doi.org/10.1016/0148-2963(93)90042-N.
     Google Scholar
  3. Allen, N. J., & Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behaviour, 49(3), 252-276. https://doi.org/10.1006/jvbe.1996.0043.
     Google Scholar
  4. Anari, N. (2012). Teachers: Emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4), 256-269. https://doi.org/10.1108/13665621211223379.
     Google Scholar
  5. Bashir, B., & Gani, A. (2019). Testing the effects of job satisfaction on organizational commitment. Journal of Management Development, 39(4),1-18. https://doi.org/10.1108/JMD-07-2018-0210.
     Google Scholar
  6. Bashir, B., & Gani, A. (2020). Correlates of organizational commitment among university teachers in India: An empirical investigation. Asia-Pacific Journal of Management, Research, and Innovation, 16(1), 7-20. https://doi.org/10.1177/2319510X19872632.
     Google Scholar
  7. Bin Mat Ail, N., Bin Taib, M., Jaafar, H., Mohamed Salleh, W., & Bin Omar, M. (2015). Principals’ instructional leadership and teachers’ commitment in three Mara Junior Science Colleges in Pahang, Malaysia. Procedia - Social and Behavioral Sciences, 191(1),1848-1853. https://dx.doi.org/10.1016/j.sbspro.2015.04.512.
     Google Scholar
  8. Blau, P. M. (1964). Justice in social exchange. Sociological Enquiry, 34(2), 193-206. https://doi.org/10.1111/j.1475-682X.1964.tb00583.x
     Google Scholar
  9. Boyce, J., & Bowers, A. (2018). Toward an evolving conceptualization of Instructional leadership as leadership for learning. Meta-narrative review of 109 quantitative studies across 25 years. Journal of Educational Administration, 56(2), 161-182. https://doi.org/10.1108/JEA-06-2016-0064.
     Google Scholar
  10. Chen, T., & Wu, C. (2017). Improving the turnover intention of tourist hotel employees: Transformational leadership, leader-member exchange, and psychological contract breach. International Journal of Contemporary Hospitality Management, 29(7), 1914. https://doi.org/10.1108/IJCHM-09-2015-0490.
     Google Scholar
  11. Chou, P. (2016). Social exchange relationship and employee attitudes toward newly introduced information system. European Scientific Journal, 12(25), 163-184. https://doi.org/10.19044/esj.2016.v12n25p163.
     Google Scholar
  12. Cook, B. G., & Cook, L. (2008). Nonexperimental quantitative research and its role in guiding instruction. Intervention in School and Clinic, 44(2), 98-104. https://doi.org/10.1177/1053451208321565.
     Google Scholar
  13. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
     Google Scholar
  14. Delello, J. A., McWhorter, R. R., & Marmion, S. L. (2018). Understanding the productivity of faculty members in higher education. International Journal of Management in Education, 12(2), 154-178. https://doi.org/10.1504/IJMIE.2018.10009661.
     Google Scholar
  15. Ekundayo, H. T., & Oluwafunke, O. (2020). Work incentives and job commitment among university lecturers in Ekiti State. International Journal of Education, Learning and Development, 8(6), 20-29.
     Google Scholar
  16. Farid, H., Izadi, Z., Arif Ismail, I., & Alipour, F. (2014). Relationship between quality of work life and organizational commitment among lecturers in a Malaysian public research university. The Social Science Journal, 52(1), 54-61. https://dx.doi.org/10.1016/j.soscij.2014.09.003.
     Google Scholar
  17. Ford, T., Olsen, J., Khojasteh, J., Weir, J., & Urick. A. (2019). The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave. Journal of Educational Administration, 57(6), 615-634. https://doi.org/10.1108/JEA-09-2018-0185.
     Google Scholar
  18. Fullerton-Rawlins, J. (2003). Principals as instructional leaders: An annotated bibliography. Caribbean Curriculum, 10, 64-86.
     Google Scholar
  19. Glanz, J, Shaked, H., Rabinowitz, C., Shenhav, S., & Zaretsky, R. (2017). Instructional leadership practices among principals in Israeli and US Jewish schools. International Journal of Educational Reform, 26(2),132-153. https://doi.org/10.1177/105678791702600203.
     Google Scholar
  20. Grego-Planer, D. (2019). The relationship between organizational commitment and organizational citizenship behaviors in the public and private sectors. Sustainability, 11(6395), 1-20. https://doi.org/10.3390/su11226395.
     Google Scholar
  21. Gupta, A (2015). Job involvement, organizational commitment, professional commitment, and team commitment. Benchmarking: An International Journal, 22(6), 1192-1211. https://dx.doi.org/10.1108/BIJ-01-2014-0007.
     Google Scholar
  22. Gurley, K., Anast-May, L., O'Neal, M., Dozier, R. (2016). Principal instructional leadership behaviors: Teacher vs. self-perceptions. International Journal of Educational Leadership Preparation, 11(1), 1-16. https://eric.ed.gov/?id=EJ1103651.
     Google Scholar
  23. Hallinger, P. (2010). Developing instructional leadership. In P. Hallinger (Ed.), Developing successful leadership (pp. 61-76).https://doi.org/10.1007/978-90-481-9106-2_5
     Google Scholar
  24. Hallinger, P., Adams, D., Harris, A. & Jones, M., S. (2018). Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia: A case of knowledge construction in a developing society. Journal of Educational Administration, 56(1), 104-126. https://doi.org/10.1108/JEA-03-2017-0025.
     Google Scholar
  25. Hallinger, P., & Heck, R. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95-110. https://doi.org/10.1080/13632431003663214
     Google Scholar
  26. Hallinger, P., & Huber, S. G. (2012). School leadership that makes a difference: International perspectives. School Effectiveness and School Improvement, 23(4), 1-9. https://doi.org/10.1080/09243453.2012.681508.
     Google Scholar
  27. Hallinger, P., & Murphy, J. (1985) Assessing the instructional management behaviour of principals. The Elementary School Journal, 86, 217-247. https://dx.doi.org/10.1086/461445
     Google Scholar
  28. Hallinger, P., & Murphy, F. (1986). Instructional leadership in effective schools. Reports – Research Information Analysis.
     Google Scholar
  29. Hallinger, P., & Wang, W. (2015). Assessing instructional leadership with the Principal Instructional Management Rating Scale. Springer Publications.
     Google Scholar
  30. Hallinger, P., Wang, W., & Chen, W. (2013). Assessing the measuring properties of the principal instructional management rating scale: A meta-analysis of reliability studies. Education Administration Quarterly, 49(2), 272-309. https://doi.org/10.1177/0013161X12468149.
     Google Scholar
  31. Homans, G. C. (1958). Social behaviour as exchange. American Journal of Sociology, 63, 597–606. https://doi.org/10.1086/222355
     Google Scholar
  32. Hutton, D. (2015). Governance, management, and accountability: The experience of the school system in the English-speaking Caribbean countries. Policy Futures in Education, 13(4), 500-517. https://doi.org/10.1177/1478210315572652.
     Google Scholar
  33. Imran, R., Allil, K., & Mahmoud, A. B. (2017). Teacher’s turnover intentions: Examining the impact of motivation and organizational commitment. International Journal of Educational Management, 31(6), 828 - 842. https://doi.org/10.1108/IJEM-05-2016-0131.
     Google Scholar
  34. Jiang, L., Probst, T. M., & Benson, W. I. (2015). Organizational context and employee reactions to psychological contract breach: A multilevel test of competing theories. Economic and Industrial Democracy, 38(3), 1-10. https://doi.org/10.1177/0143831X15579288.
     Google Scholar
  35. Jozsa, K., & Morgan, G. (2017). Reversed items in Likert scales: Filtering out invalid responders. Journal of Psychological and Educational Research, 25(1), 7-25.
     Google Scholar
  36. Kaya, M., & Selvitopu, A. (2017). Leadership and organizational commitment in educational context: A meta-analytic review. Journal of Ziya Gokalp Faculty of Education, 31, 719-728. http://dx.doi.org/10.14582/DUZGEF.1822
     Google Scholar
  37. Kiral, E., & Suçiçeği, A. (2017). The relationship between teachers’ perception of school principals’ instructional leadership and organisational commitment level. International Journal of Psycho-Educational Sciences, 6(1), 95-109.
     Google Scholar
  38. Lai, T. H., Luen, W. K., Rahman, A., Chai, L. T., & Ling, L. W. (2014). School principal leadership styles and teacher organizational commitment among performing schools. The Journal of Global Business Management, 10(2), 67-75.
     Google Scholar
  39. Leithwood, K. A. & Seashore-Louis, K. (2012). Linking leadership to student learning. Jossey-Bass.
     Google Scholar
  40. Maiti, R. B., & Sanyal, S. N. (2018). Optimizing the role of organizational commitment: A qualitative study in the school education sector. International Journal of Organizational Analysis, 26(4), 669-690. https://doi.org/10.1108/IJOA-06-2017-1183
     Google Scholar
  41. Majid, M., & Ibrahim, A. (2017). Measurement of organizational commitment and factors influencing the level of commitment of employees: An empirical investigation of higher education system. International Journal of Management and Business Studies, 7(1), 14-18.
     Google Scholar
  42. Mannan, F. (2019). The relationship between women principal instructional leadership practices, teacher organizational commitment and teacher professional community practice in secondary schools in Kuala Lumpur. In Instructional leadership to the fore: Research and evidence (pp. 1-10). University of Malaya Press.
     Google Scholar
  43. Mazari, M. R. A. (2018). Antecedents of employees’ affective commitment in the context of public private partnership. Organization Theory Review, 2(2), 64–83. https://dx.doi.org/10.32350/OTR.0202.04
     Google Scholar
  44. Mendez, M. J., Howell, J. P., & Bishop, J. W. (2015). Beyond the unidimensional collective leadership model. Leadership and Organizational Development Journal, 36(6). 675-696. https://doi.org/10.1108/LODJ-11-2013-0141.
     Google Scholar
  45. Menezes, I., Antonio Bastos, V., Duran, V., Veloso, T., & Almeida, K. (2015). Organizational commitment: Towards an integrated concept linking the attitudinal and behavioral approaches. International Journal of Management Sciences, 6(4), 204-217.
     Google Scholar
  46. Meyer, J. P., & Allen, N. J. (1984). Testing the side-bet theory of organizational commitment: Some methodological considerations. Journal of Applied Psychology, 69(3), 372–378. https://doi.org/10.1037/0021-9010.69.3.372.
     Google Scholar
  47. Meyer, J., Allen, N. & Gellatly, I. (1990). Affective and continuance commitment to the organization: Evaluation of measures and analysis of concurrent and time-lagged relations. Journal of Applied Psychology, 75(6), 710-720. https://dx.doi.org/10.1037/0021-9010.75.6.710.
     Google Scholar
  48. Mohammed, Z., & Hankebo, D. (2019). Instructional leadership practices in the primary schools of Siltie Zone, Ethiopia. International Journal of Current Research, 11(11), 8509-8516. https://doi.org/10.24941/ijcr.36971.11.2019.
     Google Scholar
  49. Mowday, R. T., & McDade, T. W. (1979). Linking behavioral and attitudinal commitment: A longitudinal analysis of job choice and job attitudes. Academy of Management, 1(1). https://doi.org/10.5465/ambpp.1979.4975862.
     Google Scholar
  50. Ng, F. S. D. (2019). Instructional leadership. In B. Wong, S. Hairon, P. Ng, (Eds.), School leadership and educational change in Singapore (pp. 7-30). Springer Texts in Education. https://doi.org/10.1007/978-3-319-74746-0_2.
     Google Scholar
  51. Nkhukhu-Orlando, E., Brown, B., Wilson, D. R., Forcheh, N., Linn, J. G., & Fako, T. T. (2019). The affective commitment of academics in a university in Botswana. International Journal of Educational Administration and Policy Studies, 11(2), 12-19. http://doi/org/10.5897/IJEAPS2019.0595.
     Google Scholar
  52. Özdemir, G., Şahin, S., & Öztürk, N. (2020). Teachers’ self-efficacy perceptions in terms of school principal’s instructional leadership behaviours. International Journal of Progressive Education, 16(1), 25-40. https://dx.doi.org/10.29329/ijpe.2020.228.3.
     Google Scholar
  53. Palmer, D., Hermond, D., & Gardiner, C. (2014). Principals' leadership practices and mathematics pass rate in Jamaican high schools. Administrative Issues Journal: Education, Practice, and Research, 4(2), 35-47. https://dx.doi.org/10.5929/2014.4.2.1.
     Google Scholar
  54. Petersitzke, M. (2009). Theoretical basis of psychological contracts. In Supervisor Psychological Contract Management (pp. 61-90). Gabler. https://doi.org/10.1007/978-3-8349-8194-3_3.
     Google Scholar
  55. Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International journal of Nursing Studies, 47(1), 1451–1458. https://doi.org/10.1016/j.ijnurstu.2010.06.004.
     Google Scholar
  56. Pranitasari, D. (2020). The influence of effective leadership and organizational trust to teacher’s work motivation and organizational commitment. Media Ekonomi dan Manajemen, 35(1), 75-91. http://dx.doi.org/10.24856/mem.v35i1.1257.
     Google Scholar
  57. Qian, H., Walker, A., & Lee, X. (2017). The west wind vs the east wind: Instructional leadership model in China. Journal of Educational Administration, 55(2), 186-206. http://dx.doi.org/10.1108/JEA-08-2016-0083.
     Google Scholar
  58. Rousseau, D., Tomprou, M., & Montes, S., D. (2013). Encyclopedia of management theory: Psychological contract theory. Sage Publications. https://dx.doi.org/10.4135/9781452276090.n199.
     Google Scholar
  59. Salazar-Fierro, P., & Bayardo, J. M. (2015). Influence of relational psychological contract and affective commitment in the intentions of employee to share tacit knowledge. Open Journal of Business and Management, 3(3), 300-311. http://doi.org/10.4236/ojbm.2015.33030.
     Google Scholar
  60. Sarikaya, N., & Erdogan, C. (2016). Relationship between the instructional leadership behaviors of high school principals and teachers’ organizational commitment. Journal of Education and Practice, 7(3), 72-82. https://eric.ed.gov/?id=EJ1089789.
     Google Scholar
  61. Shaked, H. (2018). Why principals sidestep instructional leadership: The disregarded question of schools' primary objective. Journal of School Leadership, 28(1), 516-538. https://doi.org/10.1177/105268461802800404.
     Google Scholar
  62. Shanker, M. (2013). Organizational commitment and employees' intention to stay in Indian companies: Factor analytical approach. Journal of Psychosocial Research, 8(2), 199-208.
     Google Scholar
  63. Shukla, S. (2018, April 16-17). Variables, hypothesis, and stages of research 1. Interdisciplinary Conference on Social Science Research: Capacity building programme for social science faculty members. New Delhi, India.
     Google Scholar
  64. Singh, A., & Gupta, B. (2015). Job involvement, organizational commitment, professional commitment, and team commitment. Benchmarking: An International Journal, 22(6), 1192-1211. https://doi.org/10.1108/BIJ-01-2014-0007.
     Google Scholar
  65. Singh, B., & Singh, A. (2015). Strategies for analyzing quantitative data in research. International Journal of Engineering Sciences & Management Research, 2(8), 1-5. http://www.ijesmr.com.
     Google Scholar
  66. Tai, T. D., Singh, M., & Hieu, V. M. (2021). Factors affecting lecturers’ commitment to their university: A study in Ho Chi Minh City, Vietnam. Webology, 18, 71-91. https://doi.org/10.14704/WEB/V18SI03/WEB18021.
     Google Scholar
  67. Valliamah, S., Kadijah, D., Subramanian, S. (2016). Reality on instructional leadership and commitment of teachers: A preliminary study. Journal of Education and Social Sciences, 3, 123-127.
     Google Scholar
  68. Velma, J. A., Vijay, N., & Arasu, A. V. (2018). A study on reasons for lack of commitment among schoolteachers in government schools in North Kancheepuram District. International Journal of Pure and Applied Mathematics, 118(9), 545-554.
     Google Scholar
  69. Wei, X., Ma, L., Zhang, Z., Showail, S. J., Jiao, J., & Wang, X. (2015). Understanding psychological contract breach due to labour costs reduction: Contingent upon employee sex and managerial control. Journal of Occupational and Organizational Psychology, 88(4), 679-701. https://doi.org/10.1111/joop.12092.
     Google Scholar
  70. Xiao, J., & Wilkins, S. (2015). The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education. Journal of Higher Education Policy and Management, 31(1), 98-110. https://doi.org/10.1080/1360080X.2014.992092.
     Google Scholar
  71. Yigit, I. (2016). The effect of organizational commitment on the social exchange and organizational socialization: A study in research and practice hospital of Kocaeli University. Kafkas University Economics and Administrative Sciences Faculty, 7(12), 25-50. https://doi.org/10.9775/kauiibfd.2016.002
     Google Scholar
  72. Zahed-Babelan, A., Koulaei, G., Moeinikia, M., Sharif, A. R. (2019). Instructional leadership effects on teachers’ work engagement: Roles of school culture, empowerment, and job characteristics. Center for Educational Policy Studies Journal, 9(3), 137-156. http://dx.doi.org/10.26529/cepsj.181
     Google Scholar