Teachers’ Competencies, Organizational Commitment

and their Performance in the New Normal

in the Province of Capiz: Bases for An
Intervention Program

Claire O. Cartujano
Introduction
Education is key for generations of Filipinos to become full-fledged, productive members of society.
According to DepEd Order No. 42, s. 2017 which is the National Adoption and Implementation of the
Philippine Professional Standards for Teachers that it recognizes the importance of professional standards
in the continuing professional development and advancement of teachers based on the principle of lifelong
learning. Teachers play a crucial role in nation building. Through quality teachers, the Philippines can
develop holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the
country to development and progress. This is in consonance with the Department of Education vision of
producing: “Filipinos who passionately love their country and whose values and competencies enable them
to realize their full potential and contribute meaningfully to building the nation” (DepED Order No. 36, s.
2013).
 
The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The
standards describe the expectations of teachers’ increasing levels of knowledge, practice and professional
engagement. At the same time, the standards allow for teachers’ growing understanding, applied with
increasing sophistication across a broader and more complex range of teaching/learning situations.
 
Thus, teaching in the new normal, especially online, must allow students to be engaged. The challenge to
teachers is to make the instructional design meaningful, memorable, motivational and, in the end,
measurable.
Introduction
Further, commitment is a powerful word. It Koch and Steers (2012) concluded in his research that
highly committed employees will do their work better than those with low commitment. Lack of
organizational commitment makes the employees unwilling to retain the job and thus they tend to leave it or
turn over (Wright and Bonett, 2010). One of the key factors that influence the organizational commitment is
the motivation related to the commitment formation (Steer, 2011). According to George and Jones (2009), it
is said that work motivation refers to the psychological strength of certain individual, which determine his
behavior in an organization, level of efforts and persistence in overcoming the problems, as well as self-
determination towards the dimensions of their jobs. Job satisfaction is also the key factor influencing
organizational commitment. Attitude at work, such as job satisfaction, serves as the component that affects
the commitment towards the job (Blau, 2010) and is significantly correlated with organizational commitment
(Gunlu et. al, 2010).
Anent to this, the researcher opts to know the level of teachers’ competencies, organizational
commitment and their performance in the new normal in the province of Capiz. The findings of the study will
help the researcher to formulate an intervention program that could help teachers to improve their
competencies, organizational commitment and their performance.