Predictors of Organizational Commitment of Public Elementary School Teachers in Sablayan South District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.252Keywords:
Affective Commitment, Continuance Commitment, Job Satisfaction, Normative Commitment, Organizational Commitment, Perceived Organizational Support, Teacher Self-Efficacy, Work-Life BalanceAbstract
This study determined the significant predictors of organizational commitment among public elementary school teachers in Sablayan South District, Occidental Mindoro. It was anchored on Meyer and Allen’s Three-Component Model of Organizational Commitment, Social Exchange Theory, and the Job Characteristics Model. A quantitative, non-experimental, descriptive-correlational and correlational-predictive design was employed. Data were gathered through a structured survey questionnaire that underwent expert validation and pilot testing, with a Cronbach’s alpha of 0.979. The respondents were 149 public elementary school teachers from Sablayan South District. Descriptive statistics, Pearson correlation, t-test, ANOVA, and multiple regression analysis were used to analyze the data. Findings showed that most respondents were rated outstanding, had moderate teaching experience, and actively participated in professional development. Organizational, intrinsic, and extrinsic factors were all rated high, with intrinsic factors, particularly job satisfaction and teacher self-efficacy, emerging as the strongest commitment-related conditions. Teachers also demonstrated high affective, continuance, and normative commitment, with affective commitment as the highest and continuance commitment as the lowest. Significant positive relationships were found between leadership style, perceived organizational support, job satisfaction, teacher self-efficacy, work-life balance, perception of extrinsic rewards, and the three dimensions of commitment. Performance rating showed significant differences in commitment, while length of service and training attended did not. Regression results revealed that teacher self-efficacy and work-life balance were the strongest predictors of overall commitment, while perception of extrinsic rewards significantly predicted continuance commitment. The study concludes that strengthening teachers’ internal capabilities and promoting supportive working conditions are essential to sustaining organizational commitment. It recommends mentorship, targeted training, supportive leadership, improved recognition systems, and systematic implementation of the proposed action plan. The study aligns with SDG 4 on Quality Education, SDG 3 on Good Health and Well-Being, and SDG 8 on Decent Work and Economic Growth. Its sustainability impact lies in supporting educational, institutional, and community sustainability through stronger teacher retention, improved work conditions, and more stable delivery of quality education in rural schools.
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