The Mediating Effect of Teacher Commitment between Succession Planning Practices and Faculty Readiness for Leadership Position

Abstract

This study explored the relationship between succession planning practices and faculty readiness for leadership positions with a particular focus on the mediating effect of teacher commitment. Utilizing Principal Component Analysis (PCA), Exploratory Factor Analysis (EFA), and PROCESS macro for Structural Equation Modeling (SEM), the results of the survey of 318 teachers and middle managers from 19 private schools revealed that teacher commitment has a significant direct effect on readiness to lead. Moreover, results also reveal that teacher commitment has a significant indirect mediating effect between succession planning practices and faculty readiness for leadership positions. The findings of this study have implications for school administrators and policymakers in preparing academic leaders by strengthening the commitment of teachers.

Keywords: teacher commitment, succession planning practices, faculty readiness to lead, exploratory factor analysis, mediating effect, structural equation modeling