A STRUCTURAL EQUATION MODEL ON CHANGE MANAGEMENT IN PUBLIC SCHOOLS AS INFLUENCED BY ATTITUDES TOWARDS TECHNOLOGY, QUALITY OF WORK LIFE, EMOTIONAL INTELLIGENCE, AND TRANSFORMATIONAL LEADERSHIP OF SCHOOL HEADS
Abstract
The study determined the best-fitting structural model of change management in public schools in Region XI, Philippines. It investigated the relationships among exogenous variables – attitudes towards technology, quality of work life, emotional intelligence, and transformational leadership of school heads – and their impact on change management in public schools. The study employed a descriptive correlational technique through structural equation modelling (SEM). A total of 400 public school teachers were selected using a proportionate stratified random sampling technique. Findings revealed very high levels of all exogenous variables: attitudes towards technology, quality of work life, emotional intelligence, and transformational leadership of school heads, as well as very high levels of the endogenous variable, change management in public schools. There were significant correlations between attitudes towards technology and change management, quality of work life and change management, emotional intelligence and change management, and transformational leadership of school heads and change management. Further results showed that model 3 was the best fitting model, demonstrating the direct causal relationships of attitudes towards technology, quality of work life, emotional intelligence, and transformational leadership of school heads on change management in public schools. After structural modifications, attitudes towards technology were represented by the retained domains: pursuing technology and technology use, reinforced by quality of work life, with remaining indicators organization, culture, and climate, and adequacy of resources. Likewise, the structure was further reinforced by emotional intelligence, with retained measures: recognizing other’s emotions and building relationships, while its retained indicators measured the transformational leadership of school heads: intellectual stimulation and individualized consideration. Finally, the endogenous variable change management in public schools was defined by its retained domains, namely: technology adoption and facilitating conditions.
SDG Indicators: #4 Quality Education; #8 Decent Work and Economic Growth
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DOI: http://dx.doi.org/10.46827/ejes.v13i3.6576
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