ORGANIZATIONAL COMMITMENT OF TEACHERS AT TARLAC

NATIONAL HIGH SCHOOL – ANNEX

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

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

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

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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)

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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 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
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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.
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Scope and Delimitation

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) In the present study,

affective commitment is used as the wish of teachers to commit emotionally to the

organization. Workers stay in the organization with their own will and desire

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

Continuance Commitment. Continuance commitment involves staying with

the organization because you have to. (Luchack & Gellatly, 2007; Simo, Enache,

Sallan, & Fernandez, 2014)

Commitment. Defined as a high level of attachment of an individual to

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

Normative Commitment. Normative commitment involves staying with the

organization because you ought to.

Organizational commitment. was defined as "the strength of an individual's

identification with, and involvement in, a particular organization" (Porter et al.,

1974, p. 604). In the present study, organizational commitment was viewed as the

teacher’s commitment to the school of Tarlac National High School- Annex.

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

the facilities the learning process.

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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
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FOREIGN

https://www.questionpro.com/blog/organizational-commitment/
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https://www.mbaskool.com/business-concepts/human-resources-hr-terms/15453-

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

commitment-definition-theory-types.html

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