1

CHAPTER 1

INTRODUCTION

One of the most important aspects of work effectiveness has been identified as

commitment. Thus, dedicated teachers can influence their pupils' learning and academic

success. Teachers who are devoted to their profession are involved in the institution they

work for and commit time and resources in promoting it.

In the same manner, committed teachers care for improvements in an institution.

Day (2004) states that hope, dedication, concern, and enthusiasm are all characteristics of

passion. Thus, teachers can change an educational institution for the better with

enthusiasm. They can make a difference in the achievement of learners, and their

commitment to their work. Additionally, teachers that are passionate about teaching work

to improve the educational system (Vallerand, 2007). Henceforth, teachers with high

commitment have the potential to lead to better achievement and encourage students to

involve in school activities (Crosswell & Elliott, 2004).

However, there are teachers who are uncertain about work efficacy. They were

found to have higher teacher-student and other interpersonal relations conflict which

undermines their efficacy beliefs that evoke feelings of helplessness (Hamre, 2016).

According to results of the Programme for International Student Assessment (Pisa) by the

Organization for Economic Cooperation and Development (OECD), Filipinos fared worst

among 79 countries in reading literacy and second lowest in both mathematical and

scientific literacy. In spite of the DepEd’s Reading programs and projects, teachers’

training and budgetary allocation for reading, numeracy and science literacy, declining
 2

result in the academic performance of pupils is still evident. Consequently, teachers with

a low sense of instructional efficacy are also quick to give up difficult tasks (Bandura,

2017). These identified gaps may lead to a low sense of work efficacy that might

weaken teachers’ commitment to the school where they are. Hence, this study wishes to

find out the level of teachers’ commitment and interpersonal relations, will be

conducted with the assumption that when teachers have high work commitment and

interpersonal relations, they can have higher work efficacy.

Statement of the Problem

This study is focused on determining the levels of teachers’ work commitment,

interpersonal relations for work efficacy. Specifically, it aims to answer the following

research questions:

1. What is the level of teachers’ work commitment in terms of teamwork culture,

communication skills, transparency, professionalism and ethics, and Innovation?

2. What is the level of teachers’ interpersonal relations in terms of teacher-student,

teacher-parent, teacher-school head, teacher-community, and teacher-colleague?

 3

3. What is the level of teachers’ work efficacy in terms of instructional efficacy,

classroom management, pupils’ learning commitment, pupils’ social integration,

and pupils’ behavior?

4. Is there a significant relationship between teachers’ work commitment and work

efficacy?

5. Does the teachers’ work commitment significantly influence their work efficacy?

6. Is there a significant relationship between teachers’ interpersonal relations and

work efficacy?

7. Do the teachers’ interpersonal relations significantly influence their work

efficacy?

8. What are the major issues relating to teachers’ commitment, interpersonal

relationships, and work efficacy in your school?

9. Having encountered these issues and problems, how are these given attention to

address them?

Significance of the Study

It is looked forward that the result of this study would provide data as bases for

continuous improvement.

School Heads/Principal-In-Charge. The result of this study will aid school

heads to formulate the needed plans and programs to develop a more effective school

management system addressing areas of teachers’ work commitment and interpersonal

relations that are low in indicators. Also, it would enable them to identify the key areas of

teachers’ work efficacy as it relates to school performance. The result will also enable
 4

them to assess the support that the school is extending to teachers’ working factors as

well.

Teachers. The result will bring a significant impact on the teachers as committed

educators focus more on their work, emphasize achieving school objectives, and remain

in school. Moreover, teacher commitment is known to be associated with instructional

presentation, absenteeism, burnout, and turnover. Also, the idea of teacher efficacy and

improving it will also aid in their personal views on their capability to plan, establish, and

conduct the activities required to accomplish educational purposes.

Researchers. The results of this study would serve as a guide for other

researchers interested in doing  similar research.

Scope and Delimitation of the Study

This study will be conducted to determine the levels of teachers’ work

commitment, interpersonal relations, and work efficacy.

In this study, the level of teachers’ work commitment will be limited in assessing

their teamwork culture, communicating expectations, transparency, the work culture of

the teacher, and innovation. The level of teachers’ interpersonal relations will be limited

to their teacher-student, teacher-parent, teacher-school head, teacher-community, and

teacher-colleague relationships. Further, the level of teachers’ work efficacy will be

limited to instructional efficacy, classroom management, pupils’ learning commitment,

pupils’ social integration, and pupils’ behavior.

 5

Finally, this study will be limited to finding out the significant relationship

between teachers’ interpersonal relations and work efficacy, and teachers’ work

commitment and work efficacy.

Operational Definition of Terms

The following terms will be defined based on the researcher's understanding of

how they are used in this study to help with understanding of the many terms used in it.

Classroom Management. This phrase refers to the actions that teachers take to

establish and sustain an environment that fosters students' academic achievement as well

as their social, emotional, and moral growth. 

Communicating Expectations. This term refers to teachers’ asking the right

questions and analyzing each individual real engagement.

Instructional Efficacy. This term refers to the teachers’ judgment of or their

capabilities to instruct students which leads to desired outcomes of student engagement

and learning, even among those students who may be difficult or unmotivated.

Interpersonal relation. This phrase refers to social connection or affiliation

between two or more people which is well-elaborated in this study.

Pupils’ Behavior. This term refers to the students conducting themselves in an

appropriate and respectful manner.

 6

Pupils’ Learning Commitment. The term refers to the level of concentration,

interest, optimism, and passion that students exhibit while learning or being taught,

which also includes how motivated they are to learn and advance in their education.

Pupils’ Social Integration. This phrase refers to the person's involvement in

various kinds of social relationships, including social activities or relationships, a sense

of shared experience, and identification with one's social roles.

Teacher-Colleague. This term refers to teacher-teacher connection and dealings

as they work together.

Teacher-Community. This phrase refers to teachers' connections to the different

people, organizations, and institutions interested in the success and well-being of a public

school and its neighborhood, or the municipalities and neighborhoods the school services.

Teacher-Parent. This phrase refers to a group of parents and teachers who

collaborate to enhance local schools and assist children.

Teacher-School Head. This phrase refers to the head of the school who is

responsible for every teacher and student in the building and has the greatest

responsibility for the management of a school. 

Teacher-Student. This term refers to a relationship between teachers and

students in a class or inside the campus.

Teamwork Culture. This phrase refers to a set of shared beliefs, values, and

methods for working that team members use to accomplish their goal as a whole.

Transparency. This term refers to teaching while making obvious the

intellectual practices involved in completing and evaluating a learning task and

promoting students' conscious understanding of how they learn.

 7

Work commitment. This phrase refers to the teachers’ commitment to the

teaching profession refers to teachers' sense of connection and investment in the

occupation.

Work Culture. This term refers to the environment that encourages creativity

and new ideas that can help the workplace foster ideas, improve products, and increase

employee satisfaction.

Work efficacy. This phrase refers to individual teachers' confidence in their

ability to carry out the actions required for achievement in particular performance goals.