INTERRELATIONSHIP OF PEDAGOGICAL BELIEFS, WORK COMMITMENT AND

TEACHING PERFORMANCE OF ELEMENTARY GRADE TEACHERS: BASIS FOR

ENHANCEMENT OF LEARNING ACTION CELL

Belinda L. Dulay
Principal I, Solano West Elementary School
09163979488

Abstract
In the light of this study embarked the interrelationship of pedagogical beliefs, work commitment and the
performance of elementary grade teachers in Solano II District as a basis for developing an intervention to
improve teaching performance. The study utilized the quantitative research design using the sequential
explanatory design capturing from the 78 respondents. Findings revealed that out of the seven (7)
indicators for this area of evaluation on pedagogical beliefs, which included: personal characteristics;
control and discipline; evaluation; code of ethics; and dealing with students; lesson presentation; and
organization, the overall pedagogical beliefs of elementary teachers in Solano II District have
demonstrated high levels. Work commitment is assessed as "high" generally among the respondents. This
implies that the responders have a high level of commitment in terms of their zeal, resolve to succeed,
cooperation in resolving issues, responsibility, and readiness to change. The total IPCR for the
responders received a rating of 4.92 and was qualitatively described as outstanding. In terms of the
teaching-learning process, managing learning outcomes, fostering personal and professional growth, and
managing records, the answers typically demonstrated high performance. The findings indicated a
substantial correlation between respondents' pedagogical beliefs and work commitment, whereas there
was no correlation between respondents' level of pedagogical belief and job dedication in the
performance. An educational intervention was created to address the instructors' pedagogy, level of
commitment to their jobs, and performance based on the study's key findings. A Learning Action Cell
(LAC) is the precise type of intervention that the researcher devised.

Keywords: Associative indicators of performance, learning action cell, pedagogical beliefs, work
commitment

INTRODUCTION
The school teachers, by the very nature of their function exert tremendous influence on their
students. They are second to none in the noble service of rearing good citizens and future leaders of our
nation. To a great extent, the quality of education depends on the ability of the teachers and the standards
of teaching. The teacher is the key to the learning process. A school may have the best facilities and
excellent learning tools but if its teachers are inefficient and incompetent, the whole educational program
would collapse. Indeed, the advancement of the constitutional aims of education depends chiefly on the
teachers.
The school where the teacher works is a great factor in setting the students’ educational
foundation. It plays an important role in their development as human beings. Besides, the school which is
the refinery through which success is attained should enable the students to strive for the achievement of
such goals; it must offer education that will enable the students to acquire the skills, knowledge and
values necessary for them to achieve success. (Latabeng, 2008).
The Department of Education looks forward for better improvements in the educational system-
different sets of innovations, skills and performance measures are used to evaluate the improvements in
its own system. The results-based performance system which divulges performance commitment, aims to
uplift the individual’s performance in the field of education.
Pedagogical beliefs can be thought of as guiding principles teachers hold to be true that serve as
lenses through which new experiences can be understood. When people believe something is true, they
perceive information supporting that belief. What teachers do in the classroom is said to be governed by
what they believe, and these beliefs often serve to act as a filter through which instructional judgments
and decisions are made (Cantu, 2001). It has become widely recognized that the teachers’ pedagogical
beliefs play a central role in their teaching practices (Handal & Herrington, 2003), Salmon & MacCyvers,
2001), where these beliefs are manifested in the teaching methods, in choosing the subjects and activities,
decision-making, and evaluation in the classrooms (Borg, 2001).
Work commitment is the level of enthusiasm an employee has towards his/her tasks assigned at a
workplace. It is the feeling of responsibility that a person has towards the goals, mission, and vision of the
organization he/she is associated with. High levels of employee satisfaction in an organization are related
to work commitment and engagement in their organization. This according to Bhat (2018) results in
superior performance, which in turn results in increased profitability, productivity, employee
retention and overall improvement in the work atmosphere.
Teachers’ performance has always been a major challenge in the management of the school in
Solano II District. However, work commitment and pedagogical beliefs are required in carrying out the
tasks and increase their performance. In like manner, lack of professional teacher commitment and beliefs
in carrying out their responsibilities resulted to a poor quality of students. In this light the researcher had
embarked on this study that deals with the interrelationship of pedagogical beliefs, work commitment and
the performance of elementary grade teachers in Solano II District as a basis for developing an
intervention to improve teaching performance.

LITERATURE REVIEW
Research has indicated that teachers possess a vast array of complex beliefs about pedagogical
issues. Accepting the nature and role of these beliefs is essential to understanding the choices and
decision these teachers will make. It has become widely recognized that the teachers’ pedagogical beliefs
play a central role in their teaching practices (Handal & Herrington, 2003), Salmon & MacCyvers, 2001),
where these beliefs are manifested in the teaching methods, in choosing the subjects and activities,
decision-making, and evaluation in the classrooms (Borg, 2001).
Work commitment is the level of enthusiasm an employee has towards his/her tasks assigned at a
workplace. commitment is at the heart of a healthy partnership. When employees are committed to their
work, they are more likely to be happy and productive (Marzullo, 2019). Committed employees take
ownership of their work and are ambassadors for their company, both inside and outside of office doors.
The value of employee commitment is palpable — in more ways than one.
In line with this Philosophy, DepEd implements a Results-Based Performance Management
System. It is a shared undertaking between the superior and the employee that allows an open discussion
of job expectations, Key Results Areas, Objectives and how these align to overall departmental goals.
Castro (2015) said “Quality of education in the country is not solely depend upon the teachers”. It is more
dependent upon the learning environment, learning materials and facilities. Castro said the results-based
performance recently implemented by DepEd is “designed to squeeze us to do more beyond our limits”.

RESEARCH OBJECTIVES
This research undertaking determines the extent of influence of work commitment and
pedagogical beliefs among elementary teachers of Solano II District, Nueva Vizcaya, on their
performance evaluation. Specifically sought to know the level of pedagogical beliefs, work commitment
level as well as performance of respondents. Furthermore, it proposed learning action cell that enhanced
the teachers’ pedagogical beliefs, work commitment and performance.

METHODOLOGY
The researcher used the descriptive research in this study by employing a questionnaire-checklist
in gathering data. This method used since the study aim to find out the interrelationship of pedagogical
beliefs, work commitment on the teaching performance of the 78 elementary teacher respondents of
Solano II District, Solano, Nueva Vizcaya.
Specifically, the sequential exploratory design was used to find out the interrelationship of pedagogical
beliefs, work commitment and teaching performance. Survey questionnaires was distributed and
answered with ample time, after which the data was collected and tallied; analysis and interpretation of
results then had been carried out. The researcher gathered data through the use of an adopted
questionnaire to find out the level of perception of the respondents on their pedagogical beliefs and work
commitment while documentary analysis was used to collect data on their teaching performance.

RESULTS AND DISCUSSIONS

The pedagogical beliefs, work commitment and teachers’ performance were analyzed based on
their level. Pedagogical beliefs of the teachers showed a high level of belief practices across the seven
domains such as organization, lesson presentation, control and discipline, dealing with students,
evaluation, code of ethics and personal characteristics with an overall mean of 3. 88 as presented in table
1.

Table 1. Pedagogical beliefs of the respondents

Indicators Mean Description
Organization 3.96 High
Lesson Presentation 3.77 High
Control and Discipline 3.95 High
Dealing with Students 3.85 High
Evaluation 3.90 High
Code of Ethics 3.92 High
Personal Characteristics 3.86 High
Overall Mean 3.88 High
Based on the listed overall work commitment of teachers manifested a high degree of work
commitment performance with a mean of 3.79. This suggests that the respondents have a high
commitment in terms of their enthusiasm, determination to succeed, cooperativeness in overcoming
problems, responsibility and readiness to change.

Table 2. Analysis of participants work commitment level.

Indicators Mean Description
Enthusiasm 3.76 High
Determination to Succeed 3.85 High
Cooperativeness in Overcoming Problems 3.70 High
3.87 High
Responsibility
Readiness to Change 3.77 High
Overall Mean 3.79 High
The respondents were also evaluated in terms of their performance in terms of their Individual
Performance Commitment Rating (IPCR). As manifested the respondents overall IPCR was rated as 4.92
with the qualitative description of outstanding. This means that the respondents were generally of high
performance in terms of teaching-learning process; learning outcomes management; personal and
professional growth and development; records management; community involvement; special teaching
assignments; and doing action research/served as mentor along the areas of teaching language, reading
and numeracy. Tripathi et al. (2010) emphasized that by implementing a competency-based management
system, organizations can increase their capability of managing and utilizing the talent of the employees
to achieve superior performance, supporting the findings of the study on the respondents' level of
performance.
Table 3. Analysis on the Correlations of the Respondents’ Pedagogical Beliefs, Work Commitment
and Level of Performance
Variables being correlated Computed r p -Value Remark
Performance vs. Pedagogical Beliefs -0.182 0.111 Not Significant
Performance vs. Work Commitment -0.161 0.159 Not Significant
Work Commitment vs. Pedagogical 0.251 0.027* Significant
Beliefs
*Correlation is significant at 0.05 level of significance.
It can be gleaned that performance as associated with pedagogical beliefs and work commitment
was described to be not significant while work commitment and pedagogical belief showed significant
correlation. This implies that work commitment affects pedagogical beliefs and vice versa. Findings may
be similar to those emphasized by de Jong et al. (2012) in their study, which stated how teacher
disciplinary tactics have been widely studied in terms of their effects on students and the classroom
environment. The employment of discipline techniques by student instructors is largely unknown, despite
the fact that it is widely understood that classroom management is a major problem for them. They also
looked at student teachers' attitudes of their disciplinary methods.

CONCLUSION
With foregoing salient findings, elementary teachers in Solano II District qualitatively rated with
high level of pedagogical beliefs and work commitment. Hence, it is suggested that school supervisors’
and heads’ technical support must strengthen the teachers’ pedagogical convictions. Teachers with strong
value of their teaching methods were likely to be dedicated to their jobs and results to perform higher
level of performance in accordance to KRAs and RPMS objectives. While in terms of their individual
performance and commitment described with outstanding performance in terms of improving numeracy,
literacy and reading among students’ development. It is suggestive therefore to use the educational
intervention "Learning Action Cell Sessions of Teachers' Pedagogy, Work Commitment, and Review of
RPMS Roll-out" that was designed. Along with facilitating high-quality education, this might also help
win over the Department of Education.
Furthermore, there is a significant correlation between work commitment and pedagogical
beliefs, but no significant correlation existed between pedagogical beliefs and teaching performance and
work commitment. Hence, it is recommended that from these findings by using to create conceptual
frameworks for related investigations. As a result, consider additional factors such difficulties the teachers
had implementing the new RPMS, among others.

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