The Combined Mediating Effects of Collaborative Practices and Internal Communication Satisfaction on the Relationship Between Relational Leadership of School Heads and Organizational Commitment in Public Elementary Schools

Educational organizations need organizational commitment because it affects how motivated, engaged, and effective teachers are in their jobs. This research looked at how joint practices and satisfied internal communication affect the link between educational leaders' relational leadership and teachers' organizational commitment in Region XI public elementary schools in the Philippines. A path analysis-based quantitative descriptive–correlational approach was used. Utilizing adapted survey forms, data were gathered from 400 public elementary school teachers chosen through stratified random sampling. The data was analyzed with mean, Pearson Product–Moment Correlation, and linear regression. There were very high levels of collaborative practices, internal communication satisfaction, relational leadership of school heads, and dedication to the organization. Researchers found that relational leadership and collaborative practices were strongly linked, as were internal communication satisfaction and company commitment. Concerning relational leadership of school heads and organizational commitment, however, there was no clear significant relationship found. These results show that collaborative practices and happiness with internal communication are fully mediating. The results show how important it is to create joint spaces and support good internal communication to get teachers more committed to their organizations. Improving these aspects of relational leadership could lead to more engaged teachers, better school success, and better outcomes for all students in public elementary schools.