Teachers' Organizational Commitment and Its Correlation On Instructional Competence

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Teachers' Organizational Commitment and Its Correlation on Instructional

Competence
Article · November 2019
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INSTABRIGHT e-GAZETTE
ISSN: 2704-3010
Volume I, Issue II
November 2019
Available online at www.instabrightgazette.strikingly.com
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Teachers’ Organizational Commitment and Its Correlation

on Instructional Competence
Joey R. Cabigao
School Principal
Department of Education
Schools Division of City Schools of Malolos – Region III
TABLE OF CONTENTS
Page
List of Tables ............................................................................................................................ ii
Abstract .....................................................................................................................................iii
Introduction and Review of Related Literature and Studies............................................... 1
Conceptual Framework .............................................................................................................. 8
Statement of the Problem ........................................................................................................ 12
Hypothesis ............................................................................................................................... 12
Significance of the Study ......................................................................................................... 13
Scope and Limitations ............................................................................................................ 14
Method .................................................................................................................................... 14
Type of Research..................................................................................................................... 14
Respondents and Sampling Method ....................................................................................... 15
Instruments .............................................................................................................................. 15
Data Collection Procedure and Ethical Considerations .......................................................... 16
Data Analysis ........................................................................................................................... 16
Results and Discussion ........................................................................................................ 17
Conclusion ............................................................................................................................... 27
Recommendations ................................................................................................................... 28
References .............................................................................................................................. 30
Appendices
A. Letter
B. Instruments
C. Gantt Chart/Time Table
D. Cost Estimates
E. Plan for Dissemination/ Advocacy
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Editorial Team
Editor-in-Chief: Alvin B. Punongbayan Associate Editor: Camille P. Alicaway
Managing Editor: Katherine Joy P. Alicaway Web Editor: Nikko C. Panotes
Manuscript Editors / Reviewers:
Chin Wen Cong, Andro M. Bautista, Pinky Jane A. Perez, Mary Jane B. Custodio, Christopher DC. Francisco
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List of Tables
Table 1 — Teachers’ Level of Commitment to School
Table 2 — Teachers’ Level of Commitment to Teaching Work
Table 3 — Teachers’ Level of Commitment to Teaching Occupation
Table 4 — Teachers’ Level of Commitment to Work Group
Table 5 — Teacher’s Level of Instructional Competence
Table 6 — Correlation of Teacher’s Commitment to School and Instructional

Competence
Table 7 — Correlation of Teacher’s Commitment to Teaching Workand

Instructional Competence
Table 8 — Correlation of Teacher’s Commitment to Teaching Occupation and

Table 9 — Correlation of Teacher’s Commitment to Work Group and

Table 10 — School-Initiated Program in Enhancing Teachers’ Commitment to

School
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Abstract
This study primarily aims to determine the relationship of teachers’ organizational
commitment and instructional competence. Organizational commitment is measured using
four dimensions (Celep, 2000) while instructional competence is quantified using DepEd’s
Instructional Tool. The study hypothesizes (Ho)that teachers’ organizational commitment and
instructional competence have no significant relationship. Descriptive correlational method is
utilized with 32 teachers of Malolos City High School-Santisima Trinidad as respondents for
SY 2016-2017. Pearson r is employed to identify the degree of relationship at .05 level of
significance. Among the four dimensions, the study reveals that only teachers’ Commitment
to School (p-value= .020) has a significant relationship with instructional competence. As
teachers’ commitment to school becomes stronger, instructional competence goes higher.
Other three dimensions have no significant relationships with instructional competence. The
study suggests to (1) develop school-initiated program to enhance teachers’ commitment to
school leading to higher instructional competence; (2) align school practices with DepEd
standards to maximize resources in delivering quality services thus building a good image to
school; (3) ensure that institutional vision, mission, and core values are properly articulated to
teachers as their guides in the service; and (4) conduct similar studies with larger number of
teacher-respondents to determine if the other three aforementioned dimensions have
significant relationships with instructional competence.
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I. Introduction and Review of Related Literature and Studies
“Commitment is what transforms a promise into reality.”
-- Abraham Lincoln
An organization achieves its goal when people are working together towards a
common goal. Its success lies on its people on how committed they are in performing their
respective tasks efficiently and effectively, and the key word for people’s urge to perform one’s
duties and responsibilities is commitment.
Commitment according to Crosswell (2006) and Meyer et al. (2002) is a high level of
attachment and attraction of an individual to his/her organization. Meyer et al. (1991) further
defined it as the socio-psychological bonding of an individual to his/her group or organization,
the set goals and values or to his/her area of occupation and profession. In the writings of
Cohen (2003), commitment was also noted as an attitude of people, including affect, belief,
and behavioral intention toward his work. It is an attitude reflecting feelings such as
attachment, identification, and loyalty to one’s organization as an object of commitment.
Charles-Pauvers and Wang (1999) looked on commitment as the strength of an
individual’s identification with and involvement in an organization. According to them, it is a
psychological attachment of an individual and reflected the degree to which that person
interiorized and adopted the organization’s characteristics and perspective. Meyer and Allen
(1997) noted that commitment as one’s behavior is said to be evident when committed
individuals perform tasks or actions because of the intrinsic motivation that it is morally correct
to do so rather than personally beneficial. Commitment explicitly means attachment to an
organization, with this premise, several writings have been published on organizational
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commitment which is commonly viewed in terms of the motivational perspective. As commonly
defined, it is a state of being in which organizational members are bound by their actions and
beliefs that sustain their activities and their own involvement in the organization.
Revealing commitment’s significance in an organization, several studies were
conducted on how to enhance commitment of people in the workplace. For instance, the study
of Firestone & Rosenblum (1988) revealed that commitment results from the job satisfaction,
thus, high level of job satisfaction influences high level of teachers’ commitment, low level of
job satisfaction affects low level of teachers’ commitment. Looking on the results of the study
conducted by Suryanarayana and Himabindu (2010), there is a high positive relation between
professional commitment and job satisfaction. They found out that the concept of professional
commitment bridges an attitude reflecting the strength of one’s attachment between an
individual and his/her organization. Commitment commands person’s feeling with regard to
continuing his or her association with the organization, acceptance of the values and goals of
the organization, and willingness to help the organization to achieve such goals and values.
In the field of education, Tyree (1996) presented commitment as the emotional reaction
of people towards education. They both concluded that commitment indeed is an important
investment of teachers in their chosen profession. Mart (2013) noted that teacher commitment
is an emotional bond between the teacher and the school where he/she is serving. That
commitment will lead people to become motivated to work and perform his/her assigned roles
and responsibilities in the workplace. Rots and Aelterman (2008) revealed that teaching
commitment among newly appointed teachers’ dictates their decision to remain or leave the
teaching profession.
Teacher commitment, based on Meyer & Allen (1997), is an emotional bond between
the teacher and his/her school with regard to his or her desire to be continuously associated
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with the organization, his/her acceptance of the values and goals of the organization, and
his/her genuine willingness to help the organization in achieving its predetermined goals and
values. Teachers as professionals play an important role on how the school expresses its
desire to implement its plans and projects for maximum results. Strong rapport among
teachers and schools are indeed something to be taken for the realization of its advocacy.
Professional commitment of teachers as defined by O'Reilly, Chatman, and Caldwell (1991)
as “the psychological bond [compliance, identification, and internalization] that ties the
employee to the organization” must be enhanced each day.
Crosswell (2006) regarded that teacher commitment is one of the major professional
characteristics that influence an educator’s success in his/her line of profession. This idea
connotes that no matter how easy or how hard are the lines of duties in the workplace, an
employee will enjoy the time he/she is spending because of commitment as the intrinsic
motivation. Supporting the said idea, Mart (2013) reiterated that commitment is highly related
to teachers’ work performance. In his study, he found out that teacher commitment deeply
contributes to future of students and schools. He also added that committed teachers make a
difference to the success of the school and the learning of the students, thus making teaching-
learning environment fruitful.
Ibrahim (2015) concluded that there was a positive correlation between the teacher’s
commitment to school and to teaching works, and to teaching works, and to the school. His
findings revealed that the teachers’ commitment to professional values increased as the level
of the commitment to teaching work increased. The productivity of teachers on teaching tasks
had a positive effect on their commitment to school and to the teaching profession.
The said findings confirmed the works of Lodahl and Kejner (1965) which stated that
teachers’ professional commitment, which is the degree to which a person’s work performance
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affects his self-esteem”, dictates one’s success in the workplace. Consistent with this idea are
the researchers of Firestone and Rosenblum (1988), Rosenholtz (1989), and Romzek (1990)
showing that teachers’ commitment has positive relationship with organizational performance
of the school, commitment that bridges the teachers’ effort towards the school, and
consequently results positive impact on students’ performance.
Glickman (1993) said that being committed to a certain educational institution is shown
by teachers who want to be identified with the school, those who feel like being a part of the
school, and having loyalty to the school. With these behaviors, teachers were able to play a
crucial role in promoting school to the community. The said study noted that commitment level
of teachers to their profession, to their students, and to their school increases when they
achieve something through their efforts, having the feeling of belongingness. In addition, the
study proved that commitment is intertwined with job satisfaction, that is, the higher level of
teachers’ job satisfaction, the higher level of commitment in the study area. The low level of
teachers’ commitment in the study area made the teaching-learning process ineffective.
Ahmad (2015) examined the relationships between teachers’ commitment and
teachers’ competency and other variables such as leadership and school effectiveness. He
found out that positive association exists between the said variables, with teachers’
commitment as the highest contributor among the predictors to the school effectiveness. His
study supported the idea that people serving with passion drive the organization towards a
good direction. As revealed in the paper of Mwamwenda (in Badenhorst, George, & Louw,
2008), non-committed, dissatisfied workers are the biggest danger as it leads to absence of
enrichment, fulfillment of school’s goals and objectives. Lack of commitment and
dissatisfaction of teachers result in frequent teacher absenteeism from school, unacceptable
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behavior towards colleagues and learners, early exits from the profession, and psychological
withdrawal from the work, which all lead to poor quality teaching.
Delima (2015) in her study on the professional identity and performance of public
secondary school teachers in Region XI revealed that high level of professional commitment
is directly related to very high level of performance. This was supported by another local study
in Northern Samar (Alvarez, 2013) stating that significant relationship exists between
organizational commitment and teachers’ performance.
Greenfield (as cited in Nazari & Emami, 2012) highlighted that professional
commitment among teachers is linked to positive behaviors which are useful for an
organization and for people with high levels of professional commitment, on the other hand,
those who are less involved in activities are harmful to the organization. Teachers who are
professionally committed were proven to assist students in their extra time, cooperate with
and willing to work with parents, and utilize class time profitably. It is very notable that
professional commitment has an impact on people's working behaviors such as their
observable attitudes, their judgments about the work end, and their involvement in
professional groups. Commitment brings teachers to ‘go the extra mile’ to ensure that
students are effectively learning. Same findings go with Nazari & Emami (2012) who stated
that professional commitment measures the strength of the employees’ identification with the
goals and values of their profession, the strong faith in it, and the primary motivating factor to
continue the membership in the teaching profession.
Though other factors are affecting teachers’ commitment in the school, personal
convictions of teachers to do what is due to the service remain to be the utmost consideration.
Gupta and Gehlawat (2013) stated that teachers in private schools are more committed to
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their profession compare to those in public school system. This was disproved by Butucha
(2013) who said that teachers in public secondary school have higher professional
commitment than private secondary schools. On the other hand, Gerald (2011) finished the
contrasting ideas, reporting that there is no significant difference in teachers’ commitment in
public and private schools. In terms of age, Gerald (2011) further reported that the younger
the teachers, the higher the commitment. However, Hanlon (1983) documented that older
teachers are more committed than younger ones. Garipağaoğlu (2013) settled the disputing
claims saying that no significant difference exists in commitment with regard to age. In terms
of gender, Coladarci (as cited in Chan et al., 2008; Park, 2005) published that females’ level
of commitment is higher than males’; which was contrasted by the findings of Borman and
Dowling (2008) showing lower commitment of females.
On the contrary to the aforementioned findings, Ereño and Nunez (2014)in a local
study on the predictors of job performance of collegiate faculty members found out that it is
self-efficacy[as defined by Bandura (in Chang, et al., 2011) as the personal belief to
accomplish tasks]and not organizational commitment that predicts teachers’ performance.
Other studies also disregard teachers’ commitment as directly related to performance. Chang
et al. (2011), on a study on the effect of human capital and highperformance work systems on
the relationship of job satisfaction and performance, revealed that job satisfaction has a more
direct effect on performance than commitment and other variables. Wright and Bonett
(2002)also found out that tenure in service directly affects job performance more than
organizational commitment.
To further determine if commitment and performance are truly related with one another,
this research entitled Teachers’ Organizational Commitment and Its Correlation on
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Instructional Competencewas conducted for evaluation and appropriate action. Target
teacher-respondents were surveyed on how committed they are and its level was correlated
to their teaching competence. Identified findings from this study served as a positive baseline
for the development of a school-initiated appropriate development programs for teachers.
Conceptual Framework
This study is anchored on the organizational commitment theory of Celep (2000).
According to him, it is clearly manifested that teachers’ interaction among each other in the
workplace, the communication betweenthe teachers and the learners, the quality of
procedures, and the level of the teachers’apprehension of their actual profession all affect the
teachers’ level of organizational commitment. The theory measured teachers’ level of
organizational commitment using the four dimensions in a similar study conducted with 302
public high school teachers, to wit:
1. Commitment to School: The teachers’ belief and acceptance of the goals and values
of the school, teachers’ efforts for actualization those goals and values, and teachers’
strong desires to keep membership in the school (Mowday, Porter, and Steers as cited
in Celep, 2000)
2. Commitment to Teaching Profession: The teachers’ attitudes towards their occupation
(Blau, as cited in Celep, 2000). This refers to teachers’ attitudes towards occupation,
that is, professional commitment, career orientation, career commitment and career
salience.
3. Commitment to Teaching Work: The physical and psychological occupied level of a
teacher in his/her daily life (Morrow, as cited in Celep, 2000).
4. Commitment to Work Group: The employee’s sense of faithfulness and collaboration
with other working groups within an organization (Randall & Cote, 1991 as cited in
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Celep, 2000). It is based on teachers’ density of sense of faithfulness and collaboration
with other teachers.
Celep’s theory further explains that lower commitment among teachers creates
dilemmas that both affect badly the effectiveness of school and cause teachers to be less
successful in their professional performance or to leave the profession. He noted that teachers
with low level of commitment in the organization may both create difficulties and cause the
deviations in the fulfillment of its advocacies.
Conceptual Model of the Study
Level of Organizational Level of Instructional

Commitment of Competence of Teachers
Teachers
 Diversity of Learners
 Commitment to School  Content and Pedagogy
 Commitment to Teaching o Teacher’s Behavior in
Work Actual Teaching
 Commitment to Teaching o Learners’ Behavior in
Occupation the Classroom
 Commitment to Work  Planning, Assessing,
Reporting Learner’s
Outcomes
Development Programs
for Teachers
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To investigate if organizational commitment truly affects school performance, the study
tried to see if there is possible relationship between teachers’ commitment and instructional
performance. To accomplish this, the level of instructional competence of teachers was
measured using the existing Instructional Tool of DepEd on the Competency-Based
Performance Appraisal System for Teachers (CB-PAST). Teachers were rated on the
following aspects of teaching, which include: (1) Diversity of Learners; (2) content and
pedagogy in terms of (2.1) teacher’s behavior in actual teaching and (2.2) learners’ behavior
in the classroom; and (3) planning, assessing, reporting learner’s outcomes.
Teachers’ instructional competence in dealing with the Diversity of Learners has five
items. These include (1) setting lesson objectives within the experiences and capabilities of
the learners; (2) utilizing varied techniques and strategies suited to different kinds of learners;
(3) showing fairness in dealing with learners; (4) pacing lessons appropriate to the needs and
difficulties of learners; and (5) providing appropriate intervention activities for learners at risk.
These premises measure how the teachers apply the principle of individual differences in the
delivery of the lesson.
With regards to teachers’ instructional competence in Content and Pedagogy, two
subgroups are identified, the (A) teacher’s behavior in actual teaching and (B) learners’
behavior in the classroom. Behavior in actual teaching refers to teachers’ competence in (1)
teaching accurate and updated content using appropriate approaches and strategies; (2)
aligning lesson objectives, teaching methods, learning activities, and instructional materials;
(3) encouraging learners to use higher order thinking skills in asking questions; (4) engaging
and sustaining learners’ interest in subject matter by making content meaningful and relevant;
(5) establishing routines and procedures to maximize use of time and instructional materials;
(6) integrating language, literacy, skills, and values in teaching; (7) presenting lesson logically
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in developing manner; (8) utilizing technology resources in planning, designing, and delivery
of lesson; and (9) creating situations that encourages learners to use higher order thinking
skills.
On the other side, teachers’ instructional competence in Managing Learners’ Behavior
in the Classroom include (1) answering in own words at the desired cognitive level; (2)
participating actively in the learning tasks with some level of independence; (3) asking
questions relevant to the lesson; (4) sustaining interest in the lesson/activity; (5) following
routines and procedures to maximize instructional time; (6) showing appropriate behavior of
individualism, cooperation, competition in classroom interactions; (7) imbibing and valuing
learning from the teacher; and (8) demonstrating in varied ways, learning from the teacher and
from classmates.
As active facilitator of learning, the instructional competence of teachers regarding
Planning, Assessing, Reporting Learner’s Outcomes is quantified with the following skills: (1)
providing timely, appropriate reinforcement/ feedback to learners’ behavior; (2) using
appropriate formative, summative, tests congruent to the lesson; (3) using non-traditional
authentic assessment techniques when needed; (4) keeping accurate records of learners’
performance level; (5) giving assignment as reinforcement or enrichment of the lesson; and
(6) providing opportunity for learners to demonstrate their learning.
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Statement of the Problem
This study aimed to determine the relationship of teachers’ organizational commitment
and instructional competence.
Specifically, the study sought answers to the following questions:
1. What is the level of teachers’ organizational commitment in terms of:
1.1. Commitment to School;
1.2. Commitment to Teaching Work;
1.3. Commitment to Teaching Occupation; and
1.4. Commitment to Work?
2. What is the level of teachers’ instructional competence in terms of:
2.1. Diversity of Learners;
2.2. Content and Pedagogy;
2.2.1. Teacher’s Behavior in Actual Teaching;
2.2.2. Learners’ Behavior in the Classroom; and
2.3. Planning, Assessing, Reporting Learner’s Outcomes?
3. Is there a significant relationship between teachers’ organizational commitment and
instructional competence?
4. What are the implications of the results of the study to the development programs for
teachers?
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Hypothesis
Null Hypothesis (Ho): There is no significant relationship between teachers’ organizational
commitment and instructional competence.
Alternative Hypothesis (Ha): There is significant relationship between teachers’
organizational commitment and instructional competence.
Significance of the Study
Teachers’ instructional competence plays an important role to ensure maximum
learning experience among learners. To better improve their instructional competence, this
study attempted to determine if teachers’ organizational commitment has significant
relationship on it. After determining its relationship, a development program for teachers was
made to help them become more effective as days pass in their chosen career.
Specifically, the following groups of individuals are expected to be benefited from this
endeavor:
School Heads. As institutional leaders and managers in school, they could clearly
identify the focal areas on how to improve and/or further enhance the instructional competence
of the teachers, thus raising the school’s performance.
Teachers. As front liners in the classroom, their competencies in daily instruction will
surely be enhanced/improved should they be given appropriate assistance such as raising
their organizational commitment.
Learners. As teachers’ instructional competence improves, learners will be the direct
beneficiary of quality instruction, giving them opportunities to develop their fully potentials in
each learning area.
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Education Enthusiasts. As stewards of quality instruction, they are expected to get
important insights on this study on how they can contribute in raising teachers’ organizational
commitment and instructional competence for the utmost benefits of our dreamed life-long
learners.
Education Researchers. By conducting parallel studies, they could possibly explore
and discover other variables that might assist teachers to improve their instructional
competence to facilitate quality teaching-learning process.
Scope and Limitations
This study focused on the 32 nationally-funded teachers of Malolos City High School -
Santisima Trinidad as respondents. The study ran from July to November 2016 to determine
if significant relationship exists between teachers’ organizational commitment and instructional
competence. This undertaking is hoping to yield new contribution to the vast literature
regarding the research variables of the study but at some point, it cannot be generalized as
did in other similar studies conducted previously due to limited number of respondents.
II. Method
Type of Research
This study utilized the descriptive correlational type of research to investigate the
relationship between teachers’ organizational commitment and instructional competence. In
scientific research (www.reference.com), a descriptive correlational method is a type of study
in which information is collected from the respondents without making any changes to the
subject of the study. The researcher does directly interact with the environment of the study
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in a way that would cause any changes related to the research. With these characteristics,
descriptive correlational study is also sometimes known as observational study.
Respondents and Sampling Method
The total population (32 teachers) served as the respondents of the study. Purposive
sampling to include all teachers was utilized in determining the number of respondents.
This study involved all the 32 teachers of Malolos City High School - Santisima Trinidad
this School Year 2016 - 2017. The study ran from July to November 2016 to determine if
significant relationship exists between teachers’ organizational commitment and instructional
competence.
Instruments
Survey method was utilized to measure the teachers’ organizational commitment using
the instrument developed by Celep (2000) in a similar study conducted with 302 public high
school teachers in Turkey. The said tool has four dimensional structures for organizational
commitment with seven items for each dimension. The researcher employed all possible
means especially through the internet to seek due permission from the owner of the research
instrument to be adopted in the study.
The target respondents were gathered together to answer the survey form. This is to
ensure that the respondents are paying attention in writing their responses to each item.
To measure the teachers’ instructional competence, the researcher used the results of
the performance of teachers in class observation report using Instructional Supervision (IS)
Form 3A otherwise known as CB-PAST Form 3A.
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Data Collection Procedure and Ethical Considerations
Each teacher was requested to answer the survey questionnaire completely and
legibly. The researcher ensured time to see the teacher-respondents while answering the
research instrument. Observation of classes was documented to gather the data needed in
this study.
Anonymity of the respondents was taken into consideration in the conduct of this study.
Respondents were gathered for a briefing on the purpose and procedures of the study to
motivate them to give honest responses on each item of the survey instrument. Consent was
sought to individual teacher to determine their willingness of involvement in the study.
The level of teachers’ instructional competence is limited only to the perception of the
school principal who happened to be researcher himself. Objectivity in rating teachers during
actual teaching will be taken with utmost consideration to avoid any forms of biases in giving
scores.
Data Analysis
The 28 items on measuring organizational commitment was evaluated separately on
the basis of frequency, percentile, and arithmetic averages. Each dimensional structure was
likewise interpreted using the sum of arithmetic averages in each dimension. Same
procedures were applied in measuring the four dimensions of teacher’s instructional
competence.
Pearson product-moment correlation coefficient or Pearson r was used to identify the
degree of the relationship among the organizational commitment and the instructional
competence of teachers.
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The computed p-values less than 0.05 will be considered statistically significant.
Statistical computations will be performed using a trial version SPSS version 20.
III. Results and Discussion
Profile
There are a total of 32 respondents in the study where majority of these respondents
fall in the age bracket of 31-35 that has a frequency of 8. Next to this age bracket is 26-30 that
has a frequency of 7. This two age brackets already reflects almost half of the respondents.
Third has a frequency of 6 where the age is 36-40. The least frequency falls on the age bracket
of 41-45 where there is only one faculty member of the school that falls on this age bracket. It
also shows that the faculty of MCHS-Santisima Trinidad is in the young age where almost all
of the teaching force fall from the four age brackets, from the youngest age of 20 up to 40.
Among the 32 teacher-respondents, 8 are males and 24 are females. This shows that
for every 1 male there are 3 females.
In terms of civil status, majority are dominated by faculty that has a civil status of single
which has a frequency of 14 of. This is followed by 12 teachers who are already married and
the remaining has a description of widowed and separated.
All teachers in school are in Teacher I position during the conduct of the study.
With regards to educational attainment, there are only 2 faculty memberswho
graduated with master’s degree while the other 20 teachers have ongoing master’s
studies.Ten teachers faculty have just a bachelor’s degree.
In terms of number of years of teaching experience including private service, there are
about 12 teachers having a teaching experience of 10 years and above.Seven teachers have
a teaching experience of 1-3 years and 4-6 years. There are 6 teachers who have a teaching
experience that fall from the bracket of 7-9 years.

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Since MCHS-Santisima Trinidad is only in its 5 years of existence as a secondary
school, 30 teachers stayed in the school teaching for about 1-3 years now while the remaining
2 teachers already stayed in school for about 4-6 years.
Level of Teachers’ Organizational Commitment
TABLE 1
Teachers’ Level of Commitment to School
Items N Minimum Maximum Mean Std. Deviation
A1. To work hard for the school 32 4 5 4.41 .499
A2. Tendency for taking other
lessons irrelevant to one’s branch 32 1 5 3.66 .902
in order to stay in the school
A3. To be proud of the school 32 3 5 4.44 .619
A4. To approve (to confirm) the
32 3 5 4.00 .508
applications related with teachers
A5. Working desire created by the
32 3 5 4.13 .492
school
A6. To prefer working at this
school even though the teachers
32 3 5 4.19 .693
have choices for working at the
other school
A7. To approve relations existing
32 3 5 4.22 .706
between the people in the school
A8. To deal with the future of the
32 3 5 4.38 .660
school
A9. To perceive the school as the
32 3 5 4.34 .701
best one among the others
TOTAL 4.194 .425
The first dimension which is the Commitment to School shows that item A3 has the
highest mean of 4.44. This indicates that the teachers are really proud of their school where
they are teaching. This is followed by item A1 with a mean of 4.41 which refers to the
willingness to work hard for the school as part of their commitment. Variable A2 ranks last with
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a mean of 3.66. This refers to the teachers’ tendency for taking other lessons irrelevant to
one’s branch in order to stay in the school.
TABLE 2
Teachers’ Level of Commitment to Teaching Work
B1. To spend time with the students on
subjects (activities) related with the 32 3 5 4.19 .780
lesson outside the classroom
B2. To look for extra courses 32 3 5 4.12 .751
B3. The responsibility of entirely the
32 4 5 4.31 .471
class on time
B4. To accomplish the job with
32 3 5 4.41 .560
enthusiasm
B5. To get information about the
32 1 5 4.09 .893
student’s family life
B6. To try to do the best for the
32 3 5 4.47 .567
unsuccessful students
B7. To enjoy teaching 32 3 5 4.69 .535
TOTAL 2.650 .181
In the second dimension, Commitment to Teaching Work, item B7 gained a highest mean of
4.69 which exhibit that the teachers are enjoying teaching. This shows a very positive
character towards their chosen profession. This is followed by item B6 with a mean of 4.47
which refers to trying the best for the unsuccessful students. This shows that the teachers
really care for their students especially those that need more attention. Variable B5 obtained
a lowest mean of 4.09 which is the commitment to get information about the student’s family
life.
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TABLE 3
Teachers’ Level of Commitment to Teaching Occupation
N Minimum Maximum Mean Std. Deviation
C1. To take the choice of becoming a
32 3 5 4.38 .707
teacher as the best decision in my life
C2. To be proud of being a teacher 32 3 5 4.59 .665
C3. To perceive the values of
teaching occupation more important
32 3 5 4.44 .669
than those of other professional
values
C4. To perceive teaching occupation
32 3 5 4.38 .660
as the best for working life
C5. The desire to be well-known in
32 3 5 4.22 .659
teaching profession
C6. The desire to continue teaching
32 3 5 4.09 .689
without economic needs
TOTAL 4.349 .541
Commitment to Teaching Occupation measures the physical and physiological
occupied level in daily life. With the 6 variables under this dimension, the highest mean score
of 4.59 and the lowest mean score of 4.09 are to be proud of being a teacher and the desire
to continue teaching without economic needs, respectively. We could see that the teachers
do not just only enjoy what they are doing, they are also proud of being as a teacher.
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TABLE 4
Teachers’ Level of Commitment to Work Group
D1. To be pleased with other teachers
32 3 5 4.19 .644
in the breaks
D2. To be proud of my colleagues 32 4 5 4.47 .507
D3. To have the perception of being
felt as the close friend by the other 32 3 5 4.19 .693
teachers at the school
D4. To feel the other teachers in the
32 3 5 4.16 .723
school as my best friends
D5. To have relation with the teachers
32 3 5 4.22 .659
out of the school
D6. To feel myself as the other
32 3 5 4.19 .693
teachers’ close friend in the school
TOTAL 4.234 .515
Commitment to Work Group measures the sense of faithfulness and collaboration with
other working groups within the organization. It is based on density of sense of faithfulness
and collaboration with other teachers. To be proud of my colleagues (Item D2) ranks first,
showing a great characteristic of being unselfish teachers that do not only think of himself but
also of other people. They know how to recognize one’s accomplishment and be proud of this
as a colleague. That’s why this relationship does not only exhibit inside the school or within
breaks but also outside where they continue their friendship and make bond with each other
that results to a closer relationship just like as one family. On the other hand, to feel the other
teachers in the school as my best friends (Item D4) settles at the last spot.
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Level of Instructional Competence
TABLE 5
Teacher’s Level of Instructional Competence
Performance Behavior N Minimum Maximum Mean Std. Deviation
A. DiversityofLearners 32 2.00 3.00 2.731 .267
B. Teachers’ Behavior in
Actual Teaching 32 2.23 3.00 2.681 .196
C. Learners’ Behaviorinthe
Classroom 32 2.12 2.75 2.507 .165
D. Planning, Assessing,
Reporting Learners’ 32 2.33 3.00 2.676 .217
Outcomes
TOTAL 2.650 .181
The teachers’ level of instructional competence in four areas of performance behaviors
marks a mean score of 2.650, with a descriptive rating of Proficient.All four performance
behaviors are in Proficient level with the Diversity of Learners as the highest (mean=2.731)
and Learners’ Behavior in the Classroom as the lowest (mean=2.507).
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Correlation of Teachers’ Organizational Commitment

and Instructional Competence
TABLE 6
Correlation of Teacher’s Commitment to School and Instructional Competence
AMEAN ICMEAN
MEAN Pearson Correlation 1 .410*
Commitment to School Sig. (2-tailed) .020
(A)
N 32 32
*
MEAN Pearson Correlation .410 1
Instructional Competence Sig. (2-tailed) .020
(IC)
N 32 32
*. Correlation is significant at the 0.05 level (2-tailed).
Since the computed p-value (.020) is less than the predetermined alpha value (.05),
the null hypothesis is rejected. Therefore, teachers’ commitment to school has a significant
relationship with instructional competence. As the teachers’ commitment to school becomes
stronger,the instructional competence goes higher.
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TABLE 7
Correlation of Teacher’s Commitment to Teaching Work
BMEAN ICMEAN
MEAN Pearson Correlation 1 .332
Commitment to Teaching
Work (B) Sig. (2-tailed) .064
N 32 32
Sig. (2-tailed) .064
N 32 32
Since the computedp-value (.064) is greater than .05, the null hypothesis ishereby
accepted. There is no significant linear relationship between teachers’ Commitment to
Teaching Work and Instructional Competence.
Looking closer to the .064 p-value, we can see that this is somehow near the
acceptable alpha value (.05) to be significant and to say that there is a linear relationship
between the two variables. One factor that we consider in this figureis the low sampling utilized
since there are only 32 respondents in this study. If more samples are added, then there is a
greater chance of getting significant value, or if we could compare it with other variable then it
has a higher chance of being accepted.
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TABLE 8
Correlation of Teacher’s Commitment to Teaching Occupation
CMEAN ICMEAN
MEAN Pearson Correlation 1 .326
Commitment to Teaching
Occupation (C) Sig. (2-tailed) .069
N 32 32
Sig. (2-tailed) .069
N 32 32
With regards to correlation of teachers’ Commitment to Teaching Profession and
Instructional Competence, the computed p-value (.069) is slightly greater than .05, thus the
null hypothesis is accepted. There is no significant linear relationship between teachers’
organizational commitment and instructional competence.
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Teachers' Organizational Commitment and Its Correlation on Instructional

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Teachers’ Organizational Commitment and Its Correlation

Table 2 — Teachers’ Level of Commitment to Teaching Work

Table 3 — Teachers’ Level of Commitment to Teaching Occupation

Table 4 — Teachers’ Level of Commitment to Work Group

Table 5 — Teacher’s Level of Instructional Competence

Table 6 — Correlation of Teacher’s Commitment to School and Instructional

Table 7 — Correlation of Teacher’s Commitment to Teaching Workand

Table 8 — Correlation of Teacher’s Commitment to Teaching Occupation and

Table 9 — Correlation of Teacher’s Commitment to Work Group and

Table 10 — School-Initiated Program in Enhancing Teachers’ Commitment to

This study primarily aims to determine the relationship of teachers’ organizational

commitment and instructional competence. Organizational commitment is measured using

instructional competence have no significant relationship. Descriptive correlational method is

SY 2016-2017. Pearson r is employed to identify the degree of relationship at .05 level of

to School (p-value= .020) has a significant relationship with instructional competence. As

teachers’ commitment to school becomes stronger, instructional competence goes higher.

study suggests to (1) develop school-initiated program to enhance teachers’ commitment to

teacher-respondents to determine if the other three aforementioned dimensions have

significant relationships with instructional competence.

I. Introduction and Review of Related Literature and Studies

“Commitment is what transforms a promise into reality.”

duties and responsibilities is commitment.

defined it as the socio-psychological bonding of an individual to his/her group or organization,

attachment, identification, and loyalty to one’s organization as an object of commitment.

Charles-Pauvers and Wang (1999) looked on commitment as the strength of an

individual’s identification with and involvement in an organization. According to them, it is a

to do so rather than personally beneficial. Commitment explicitly means attachment to an

commitment which is commonly viewed in terms of the motivational perspective. As commonly

Revealing commitment’s significance in an organization, several studies were

commitment bridges an attitude reflecting the strength of one’s attachment between an

Professional commitment of teachers as defined by O'Reilly, Chatman, and Caldwell (1991)

employee to the organization” must be enhanced each day.

learning environment fruitful.

consequently results positive impact on students’ performance.

Ahmad (2015) examined the relationships between teachers’ commitment and

enrichment, fulfillment of school’s goals and objectives. Lack of commitment and

dissatisfaction of teachers result in frequent teacher absenteeism from school, unacceptable

organizational commitment and teachers’ performance.

professional commitment has an impact on people's working behaviors such as their

continue the membership in the teaching profession.

contrasting ideas, reporting that there is no significant difference in teachers’ commitment in

Dowling (2008) showing lower commitment of females.

accomplish tasks]and not organizational commitment that predicts teachers’ performance.

this research entitled Teachers’ Organizational Commitment and Its Correlation on

Instructional Competencewas conducted for evaluation and appropriate action. Target

for the development of a school-initiated appropriate development programs for teachers.

This study is anchored on the organizational commitment theory of Celep (2000).

teachers’ level of organizational commitment. The theory measured teachers’ level of

public high school teachers, to wit:

2. Commitment to Teaching Profession: The teachers’ attitudes towards their occupation

3. Commitment to Teaching Work: The physical and psychological occupied level of a

teacher in his/her daily life (Morrow, as cited in Celep, 2000).

4. Commitment to Work Group: The employee’s sense of faithfulness and collaboration

Celep, 2000). It is based on teachers’ density of sense of faithfulness and collaboration

with other teachers.

deviations in the fulfillment of its advocacies.

Conceptual Model of the Study