Abstract
Aim: Establishing the association between the dimensions of perceived inspirational leadership traits and job commitment among secondary school teachers. Methods: It was cross-sectional, with quantitative approach. A questionnaire was used to obtain data from 250 teachers. Linear regressions in SPSS were used to determine the association between study variables. Results: Combined commitment was significantly associated with flexibility and listening, but not with responsibility. After separation of the commitment dimensions, normative commitment was associated with flexibility, listening, and responsibility. However affective commitment was associated with flexibility and listening, while continuance commitment was associated with only flexibility. All the three leadership traits accounted for 21.7% of the variance in combined commitment. Conclusion: Inspirational leadership is crucial in normative commitment of teachers towards their job. Further, leadership traits could serve to motivate teachers to engage in activities, beyond the job requirements, in a way that makes them perform better in their obligations.
Highlights
There is a rising concern, today, regarding attracting job affection and commitment among employees (Mercurio, 2015)
Inspirational leadership traits serve to motivate teachers to engage in activities that are beyond the job requirements, in a way that makes
The study aimed at finding out the association between perceived inspirational leadership traits and teachers’ job commitment
Summary
There is a rising concern, today, regarding attracting job affection and commitment among employees (Mercurio, 2015). Schools are not an exception in the emerging concern regarding commitment, especially of teachers towards their job. Teachers are considered as prime movers in implementing curriculum and instruction (Duze, 2012). In this respect, teacher-commitment plays a vital role in achieving quality education and spurs school outputs (Banjarnahor et al, 2018; Achua & Lussier, 2013) the success of education is routed on inspirational leadership traits and better-quality job commitment (Leithwood & Sun 2012; Huang et al, 2014). Job commitment denotes a bond between an individual (the employee) and the institution (the employer), and the degree to which a person identifies psychologically with his/her work due to lived experience (Chen & Aryee, 2007; Ćulibrk et al, 2018; Oyewobi et al, 2012)
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