Predictors of organizational commitment among public elementary school teachers in Sibalom, North District, Division of Antique, school year 2003-2004 Albert C. Morales

Abstract

This investigation aimed to determine the predictors of organizational commitment among the public elementary school teachers in Sibalom North District, Division of Antique, School Year 2003-2004. This study was conducted among the 189 public elementary school teachers in Sibalom North District, Division of Antique. This descriptive-correlational research utilized four research instruments: Perceived Organizational Support Scale to determine the teacher’s perception of organizational support; Organizational Justice Scale to determine the teacher's perception of organizational justice; Short and Rinehart Autonomy Scale to determine teacher's perception of autonomy; and Organizational Commitment Questionnaire adopted from Antang (1994)to determine the level of teacher's organizational commitment. The mean and standard deviation were employed as descriptive statistics, and the z-test, One-way Analysis of Variance (ANOVA), and the Enter Multiple Regression Analysis set at .05 alpha level were employed as inferential statistics. All statistical computations were processed through the Statistical Package for the Social Sciences (SPSS) software. The study revealed that the public elementary school teachers had "strong “organizational commitment whether they were taken as an entire group or classified according to personal and organizational variables such as gender, age, organizational tenure, perceived organizational support, perceived organizational justice, and perceived autonomy. When the public elementary school teachers were categorized according to gender, age, and organizational tenure, no significant difference was noted in the level of their organizational commitment. On the other hand, a significant difference exists in the level of organizational commitment among public elementary school teachers when grouped as to their perceptions of organizational support, organizational justice, and autonomy. Finally, perceived organizational justice was found to be a significant predictor of public elementary school teachers' organizational commitment while gender, age, organizational tenure, perceived organizational support, and perceived autonomy were found to be not significant predictors of organizational commitment.

300-399 Social Science