ORGANIZATIONAL COMMITMENT OF TEACHERS AT TARLAC

NATIONAL HIGH SCHOOL – ANNEX

________________

A Thesis Presented to
The Faculty of Senior High School Department
Humanities and Social Sciences
Tarlac National High School - Annex
Tarlac City

________________

In Partial Fulfilment
of the Requirements for the Applied Subject
Practical Research II

________________

DUQUE, AVYGLEEN M.
BALINGIT, JANN LAWRENCE C.
ADAME, JONNA MAE R.
ANDRADA, MIKAELA B.
July, 2019
 2

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Organizational commitment is a working attitude of employees who have a sense

of identification to accomplish organizational goals and wish to maintain good

relationship with members within the organization (Robbins, 2001). The literature

suggests that individuals become committed to organizations for a variety of reasons,

including an effective attachment to the values of the organization, a realization of the

costs involved with leaving the organization, and a sense of obligation to the organization

(Meyer & Allen, 1997). Like the authors said, organizational commitment means you are

staying in the organization because you want and there are some reason why are you

staying in the party even though there are some negative sides. For instance, the

commitment level of the teachers in Nigeria was observed to be low, which caused them

to leave the school and impact their productivity. Teachers with low commitment delay

the working environment of the school and may deviate from the educational purpose of

the school as well.

In the Philippines, it has been revealed that teachers have least mark of

commitment. In addition, Aquino (2003) stated that lower-level commitment of teachers

creates a problem that could affect negatively the effectiveness of an educational

organization and may cause teachers to be less efficient in their professional

performance. Teacher`s organizational commitment is important for school effectiveness

and indirectly is able to affect the students’ outcome (Gempes, et al, 2012 & Hamid et al.,
 3

2013). Teachers’ commitment to organization plays a key role in the formation of an

integrated effort in the school organization. Ahmad et al. (2012) espoused that school

organization needs to build up the necessary efforts to encourage and enable the teachers

to strive their strong commitment to the organization. This will enable the school

organization to meet future challenges and at the same time maintain teachers’

attachment to the organization.

One of the teachers in Tarlac National High School – Annex said that, staying in

school is happy and cool because of the teachers and students, and also she said that

staying in school is a prestigious to her because the co-workers are helpful that she

doesn`t feel the obligations are too hard for her. Educational institutions like other

organizations are established to serve specific purposes and to carry out designed

missions. Teacher commitment has been identified as one of the most critical factors for

the future success of education and schools (Huberman, 1993).

Teacher commitment is closely connected to teachers work performance and their

ability to innovate and integrate new ideas into their own practice, as well as having an

important influence on students’ achievement in, and attitudes toward school ( Tsui and

Cheng, 1999). The level of teachers’ commitment is considered to be a key factor in the

success of any educational 77 undertaking as it heavily influences teachers’ willingness

to engage in cooperative and critical practice. To sustain energy and enthusiasm for the

work, teachers need to maintain their personal commitment to the job. This concept of

‘commitment,’ as investment of personal resources, has long been associated with the

professional characteristics of a teacher. At a time when education is in constant flux,

 4

teachers are expected to incorporate reforms on a number of levels into their daily

practice. The present educational environment requires that those who wish to survive

and thrive must become involved in an increased rate of personal adaptation and

professional development (Day, 2000). It appears to be a professional necessity for

teachers to be emotionally committed to their work, for without this emotional

connection, teachers face the constant danger of burn-out in an increasingly intensified

work environment (Nias, 1996). Teaching (Clinton, 1998), is the profession that is

shaping education – molding the skills of the future workforce and laying the foundation

for good citizenship and full participation in community and civic life. Without well

qualified, caring and committed teachers, neither improved curricula and assessments,

nor safe schools – not even the highest standards in the world – will ensure that our

children are prepared for the challenges and opportunities. Teaching is a vocation which

needs commitment and perseverance (Cunanan, 2006).

Statement of the Problem

This study shall seek to describe the organizational commitment of Teachers at

Tarlac National High School – Annex.

Specifically, this study sought answers to the following questions:

1. How are the teachers` profile described in terms of:

1.1 Gender

1.2 Grade level

1.3 Department (junior high school and senior high school)

 5

1.4 Educational attainment

1.5 Years in service

2. How may the organizational commitment may be described as to:

2.1 affective commitment

2.2 continuance commitment

2.3 normative commitment

3. How may the organizational commitment of the teachers be compared as to

their profile?

4. What are the implications of the study to the organizational commitment of

teachers?

Hypothesis

1. There is no significant difference about organizational commitment of teachers

in gender.

2. There is no significant difference about organizational commitment of teachers

in grade level.

3. There is no significant difference about organizational commitment of teachers

in department.

4. There is no significant difference about organizational commitment of teachers

in educational commitment.
 6

5. There is no significant difference about organizational commitment of teachers

in years in service.

Significance of the Study

The result of this study provided understanding on the Organizational

Commitment of Teachers at Tarlac National High School – Annex. This provides

meaningful and easier understanding to the teachers of Tarlac National High School –

Annex.

To the School Administrators. This study may assist them in implementing

school-based seminars to the teachers about the organizational commitment. This study

also may help them in establish some programs and projects towards the development of

teachers.

To the Teachers. The teachers may gain information about their teaching habits

which can help them to improve their teaching style.

To the Guidance Counselors. This study may gain some additional information

about organizational commitment of teachers.

To the Future Researchers. Through this study it can help you to gain data that

can serve as a background information that you can use to your future study.

Scope and Delimitation

 7

The study aims to assess the organizational commitment of teachers on the

affective commitment, continuance commitment, and normative commitment, the study

will delimited to describing/compare of organizational commitment of teachers at Tarlac

National High School - Annex S.Y. 2019-2020, through the use of Meyer, Allen, and

Smith Model (Revised 1993). Lastly the implications of the study drawn were based from

the result.

Definition of Terms

Affective Commitment. Affective commitment involves staying with the

organization because you want to (J.P. Meyer & Allen, 1988).

Age. Your age is the number of years that you have lived.

Continuance Commitment. Those with strong continuance commitment remain

because they feel they need to (Meyer et al., 1993)

Commitment. Commitment is a “force that binds an individual to a course of

action of relevance to one or more targets. (Meyer and Herscovitch,, 2001)

Gender. Gender is defined by FAO(1997) as ‘the relations between men and

women, both perceptual and material. Gender is not determined biologically, as a result

6of sexual characteristics of either women or men, but is constructed socially.

Normative Commitment. Those with strong normative commitment remain

because they feel they ought to. (Meyer et al., 1993)

 8

Organizational commitment. Organizational commitment as a multidimensional

concept that has been in different ways. (Meyer and Allen, 1997)

Teacher. The TUKI dictionary defines a teacher as a person who teaches or the

facilities the learning process.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature, concepts, and ideas which are related to this

study. They were well-chosen to support best the knowledge and ideas that are included

to this paper for the betterment and meaningful development. Both local and foreign

studies on adversity quotient, and leadership of teachers to organizational commitment

have been considered which the researcher thinks have bearing with the present study.

Related Literature

Baig. Rchman and Khan (2012) conducted a study on the relationship of Organizational

Commitment participation in decision making, procedural Justice and organizational

citizenship behavior in teachers of “Not-for-Profit-Schools” of Lahore, Pakistan. With

realization of changing perspective of education from a one distinctive field to support

function for all fields, the present study examined the nature, strength, predictive value

and significance of the unique associations of Organizational Commitment (OC) with

Procedural Justice (PI), participation in Decision Making (PDM) and Organizational

 9

Citizenship Behavior (OCB) of school teacher: The data were collected from 243

teachers of 35 “Not for Profit” and privately managed high schools of Lahore, Pakistan.

The results of statistic analysis confirm a substantially strong, positive and significant

correlation among the variables. P] & PDM have been found to account for 36.6%

variation In DC. Furthermore. It was discovered that 0C singularly explains l4.3°.

Variation and 23.3°» jointly With P] & PDM in OCB. The results of the study augmented

conceptual models presented by Scholl (198l) and Wetner (I982), which proposed that

since commitment maintains behavioral direction when there are low expectations of

formal rewards for performance, commitment is likely to affect OCB. Specially. results

suggest that 0C and OCB are not only strongly, positively and Significantly correlated

but 0C can also account for reasonable amount of variation In OCB, as a Single factor.

Yusof (2011) conducted a study on school climate and teachers commitment. The

purpose of this study was to analyze the relationships between school climate and

teachers’ commitment. The study tested the following hypotheses 1) There is no

significant relationship between the four dimensions of climate. 2) There is no significant

relationship between the dimensions of school climate and the level of teachers’

commitment. 3) There is no significant relationship between school climate and teachers’

commitment. 4) There is no significant predictors of school climate dimensions for

teachers' commitment. The study attempted to investigate the predictability of key

dimensions of school climate related to collegial leadership, professional teacher

behaviour, achievement pressure and institutional vulnerability towards teacher

commitment .The population for this study consisted of teachers from five national
 10

primary schools in the island of Penang, Malaysia. Quantitative data were collected from

two instruments by Hoy, Smith and Sweetland (2003) and Organizational Climate Index

(OCI) that related the four dimensions of the school climate and the instrument by Cevat

Celep (2000) teachers’ organizational commitment in educational organizations which

was used to measure Organizational Commitment. The data was analyzed to determine

the overall openness of the school climate in selected national Primary schools in Penang,

Malaysia and to find out the commitment level of these teachers. Furthermore, (i) the

study was focused to find out whether there is a significant relationship between the four

dimensions of school climate,(ii) whether there was a significant relationship between

dimensions of school climate and the level of teachers’ commitment,(iii) whether there

was a significant relationship between school climate and teachers commitment and lastly

whether there is any significant predictor of school climate dimensions for teachers’

commitment. The study found that the level of school climate openness and overall

teachers’ commitment of the selected five primary school was high. As for correlation

between school climate dimensions, it was determined that they were positively

correlated with the teachers’ commitment. The regression analysis showed that only

professional teacher behaviour made a significant contribution to teachers’ commitment.

Lishchinsky and Rosenblatt (2010) conducted a study on “school ethical climate and

teachers’ voluntary absence” to offer a theoretical framework for linking school ethical

climate with teachers’ voluntary absence. The paper attempted to explain the relationship

using the concept of affective organizational commitment and ethical climate .The study

tested the following hypotheses 1) Teachers perceptions of ethical climate (caring /formal
 11

)in school will be negatively related to voluntary teacher absence. 2) The relationship of

teachers perceptions of ethical climate (caring/formal )in school with work absence will

be fully mediated by affective commitment so that: (a) ethical climate will be positively

related to affective commitment and (b) the latter will be negatively related to work

absence. The sample comprised 1,016 school teachers from 35 high schools in Israel.

Data was collected by self-report questionnaires and tested against archival data. The

GENMOD procedure of SAS was applied. This procedure enabled regression models for

variables which were not necessarily normally distributed – such as absence – to be fit

and also to account for the infraclass-correlations within schools. Absence was measured

by frequency of absence events, and ethical climate was measured by two dimensions:

caring and formal. Results showed that caring and formal ethical climates are both

related to teacher absence. Affective commitment was found to mediate the relationship

between formal ethical climate and absence frequency. This was not true for the ethical

climate of caring. Practical implications – school principals may reduce voluntary

absence by creating an ethical climate focused on caring and clear and just rules and

procedures. Whereas past research on work absence focused primarily on personal

antecedents, the present study addressed factors embedded in school ethics. The results

contribute to knowledge of the influence of organizational context on absence behavior.

Related Study

Joiner and Bakalis (2006) conducted a study to examine the antecedents of

organizational commitment among casual academics working in the tertiary education

 12

sector in Australia. The study tested the following hypotheses 1) Personal characteristics

of casual academics (gender, partner, status, family responsibilities, education) will be

associated with continuance and affective commitment. 2) Favorable jobrelated factors

(supervisor support, co-worker support, role clarity and resource availability) will be

associated with higher casual academics' commitment. 3) Job involvement factors (tenure

and post -graduate study at the employing university) will be associated with higher

affective and continuance commitment. 4) The job involvement factor, second job, will

be associated with lower affective and continuance commitment .The sample comprised

of 275 casual academics in a public Australian university. The Organizational

Commitment scale by Meyer and Allen (1997) Job Related Supervisory Support by

Gaertner and Nollen (1989) and Taylor and Brown (1972) were used .Analysis of the

data revealed that personal characteristics (gender, marital status, family responsibilities

and education), job-related characteristics (supervisor support, co-worker support, role

clarity and resource availability) and job involvement characteristics (tenure, second job

and post-graduate study at the employing university) all impact on organizational

commitment. Australian tertiary institutions are prominent employers of casual workers,

however, very little is known about the work behaviour of this group of academics. The

results of this study highlighted important directions for implementing strategies to

increase casual academic’s organizational commitment. Organization commitment is

important because of its known association with other important organizational variables

such as turnover, absenteeism and work effort. Given the increasing reliance on casual

academics in tertiary institutions, this study provides the first step in better understanding

the factors that affect the organization commitment of casual academics.

 13

Crosswell Leanne and Elliott Bob (2004) conducted a study on “committed teachers,

passionate teachers, the dimension of passion associated with teacher commitment and

engagement”, Teacher commitment has been identified as one of the most critical factors

for the future success of education and schools (Huberman, 1993). Teacher commitment

is closely connected to teachers’ work performance and their ability to innovate and to

integrate new ideas into their own practice, absenteeism, staff turnover, as well as having

an important influence on students’ achievement in, and attitudes toward school

(Firestone, 1996; Graham, 1996; Louis, 1998; Nias, 1981; Tsui & Cheng, 1999).

However, there is a growing body of literature that draws a strong connection between

teacher commitment and the very intimate element of passion for the work of teaching

(Day, 2004; Elliott & Crosswell, 2001; Fried, 1995). The sample of the study consisted of

thirty teachers who were interviewed with teaching experience ranging from nine to

twenty seven years. Their teaching experience was mainly in Queensland State schools.

The interview lengths ranged from forty five to up to our hour each. A semi structured

interview format was used, using a standard set of questions. The collected data was

analyzed in order to identify each teacher’s conception of commitment and any factors

that impacted on their levels of commitment across the course of their career. One

significant findings of the study was the way in which the teachers appear to be

conceptualizing commitment teacher commitment as a passion which identifies the strong

connection between passion and teacher commitment. Amongst this sample of teachers

there existed a wide spread connection between the notion of being passionate and the

conceptualization of teacher commitment. Thus a conclusion could be drawn that there is

a very intimate connection between a passion for the work and teacher commitment. The
 14

funding support the growing view that, which teachers do articulate a commitment to

external factors (such as students) they also make significant links to personal passions

which have clear values and beliefs. These findings have significant implications for both

school leaders and systems of education. The findings support the growing view that,

while teachers do articulate a commitment to external factors (such as students), they also

make significant links to personal passions which have clear articulations with ideology,

values and beliefs (Day, 2004; Elliott & Crosswell, 2001; Fried, 1995; Nias, 1996).
 15

FOREIGN

https://www.questionpro.com/blog/organizational-commitment/

https://www.mbaskool.com/business-concepts/human-resources-hr-terms/15453-

organizational-commitment.htmlhttps://study.com/academy/lesson/organizational-

commitment-definition-theory-types.html
 16

https://www.wisegeek.com/what-is-organizational-commitment.htm

LOCAL

https://business.inquirer.net/2298/work-life-programs-and-organizational-commitment

https://ejournals.ph/article.php?id=2117

https://www.researchgate.net/publication/325438433_Job_Satisfaction_and_Organization

al_Commitment_The_Case_of_Employees_of_a_Government_Agency_in_Region_III_P

hilippines

http://www.eisrjc.com/documents/Organizational_Commitment_Of_The_Faculty_Of_Th

e_DWCV_1325750682.pdf

https://ejournals.ph/article.php?id=2117

http://www.cenpeg.org/2018/pp&e/may2018/NELSON_CELIS_Compliance_Theory_A_

Case_Study_Approach_in_Understanding_Org_Commitment.pdf

https://www.sciencedirect.com/science/article/pii/S2352013217302892