Organizational Commitment among Secondary School Principals

Abstract

The study aimed to identify organizational belonging in educational institutions and its particular characteristics among school principals, examine the nature of secondary school principals’ work and their organizational belonging, and clarify the role of school leadership and the work environment in enhancing it. It also sought to identify the main ways of strengthening organizational belonging and the obstacles facing secondary school principals. The study adopted the descriptive-analytical approach through analyzing relevant literature, sources, and previous studies. The findings showed that organizational belonging represents a positive relationship between school principals and their institutions, reflected in adopting institutional goals, assuming responsibility, and willingness to exert effort to achieve them. The study also found that administrative practices and work-environment characteristics, particularly support, fairness, participation, and trust, contribute to strengthening organizational belonging, whereas administrative burdens, limited resources and authority, and insufficient incentives represent major obstacles. The study concluded that enhancing organizational belonging requires a supportive school environment, appropriate authority and administrative support, professional development, and recognition of principals’ efforts.