Search for a command to run...
This study aimed to determine the levels of school heads' leadership skills, organizational commitment, and teachers' job satisfaction in private secondary schools in a highly urbanized city in Central Philippines for the School Year 2024–2025. It also examined whether significant differences exist in these variables when grouped according to age, sex, and length of service, and explored the relationships among leadership skills, organizational commitment, and job satisfaction. Using a descriptive research design with 109 teachers from six NOPSSCEA schools, findings revealed that most respondents were young, female, and early in their careers. Teachers perceived their school heads' leadership skills—particularly in communication, decision-making, problem-solving, and interpersonal relationships—as very high, reflecting collaborative and supportive leadership. They also exhibited very high organizational commitment, especially in affective and normative aspects, and high job satisfaction, notably in the work environment. While demographic factors showed minimal influence, younger teachers reported higher commitment and satisfaction. Significant positive relationships were found between leadership skills, organizational commitment, and job satisfaction, underscoring leadership's vital role in fostering teacher engagement and morale. The study concludes that NOPSSCEA schools demonstrate educational excellence through transformational and inclusive leadership that cultivates empathy, collaboration, and professional fulfillment. It recommends strengthening feedback systems, emotional intelligence, and stress management among school heads; promoting participatory leadership and equitable compensation; enhancing workplace safety and work-life balance; and institutionalizing performance-based incentives to sustain teacher motivation and commitment. Keywords: Job satisfaction, school leadership skills, teachers’ organizational commitment, nopsscea schools