Change Management Strategies And Leadership Styles Of School Administrators: Their Effect On The Teachers’ Organizational Commitment

The phenomenon of change is a continuous and inherent aspect nature. adoption particular practice has become habitual pattern for both an entity, its workforce, leadership. This study was conducted to examine the effect management strategies leadership styles school administrators on organizational commitment teachers. Descriptive survey design utilized provide appropriate analysis, interpretation results. Survey questionnaires were administered total 401 respondents. administrators’ mean scores obtained by administering three (3) sets questionnaires:  School Administrator (AQ) version, Teacher (TQ) Stakeholders (SQ) version. Teachers’ through TQ version questionnaire. Mean ANOVA used describe gathered data make inferences.       found out that utilization empirical-rational, environmental-adaptive, power-coercive evident while use normative-reeducative strategy moderately evident. Further, transformational transactional among administrators. Meanwhile, Laissez-Faire affective, continuance normative dimensions teachers Significant difference Affective level statistically significantly differ from their commitment. Moreover, degrees which employ different each other. empirical-rational as be than strategy. Leadership do not affect teachers’ Department Education (DepEd). Their attributed greatly affective attachment goals values organization. It also concluded influenced employed but styles.