Values-Based Management and Its Relationship to Organizational Commitment among Female Principals of International Schools in Riyadh

Abstract

The study aimed to examine the relationship between values-based management and organizational commitment among female principals of international schools in Riyadh, as perceived by teachers. To achieve this, the descriptive method was employed using its survey and correlational approaches, and a questionnaire was used as the instrument. The study population consisted of female teachers in international schools in Riyadh, totaling (598) teachers. A stratified random sample of (234) teachers was selected to represent the sample. The findings indicated that the practice of values-based management among female principals of international schools in Riyadh was high, with a mean score of (3.46). The dimensions were ranked as follows: credibility, fairness in dealing, and support and motivation at a high level, while cooperation and social responsibility were at a moderate level. The results showed that the level of organizational commitment among female principals of international schools was high, with a mean score of (3.77). All dimensions of organizational commitment were at a high level and ranked as follows: commitment to laws and regulations, normative commitment, affective commitment, commitment toward the teaching profession, and finally continuance commitment. The results further revealed a strong, positive (direct), and statistically significant relationship at the level of (α = 0.001) between values-based management and organizational commitment among female principals of international schools in Riyadh. The study recommended improving values-based management practices, particularly in the dimensions of social responsibility and cooperation, by adopting social responsibility practices grounded in humane relationships with female teachers, paying greater attention to social responsibility initiatives, and delegating administrative authority to them.