Influence of School Improvement and Teachers' Organizational Commitment to Teachers' Performance

Abstract

This study aimed to examine the significance of the relationship between school improvement, teachers' organizational commitment and performance. The study used correlational analysis in a quantitative, nonexperimental methodology. The sample population was represented by 193 public school teachers who responded from the Mabini District, Davao de Oro Division. Following IATF procedures, the data were gathered through face to face data collection. Mean, Pearson-r, and regression analysis were used in determining the findings. Moreover, adapted survey questionnaires were used for school improvement, and teachers' organizational commitment, the IPCRF Rating of Teachers crafted and mandated by DepEd, was utilized for the teachers' performance. Results of the study revealed that the respondents have observed that the school improvement is very much manifested, the teachers' organizational commitment is much observed, and the teachers' performance is much commendable. Correlation between measures revealed no significant relationship between the levels of school improvement and teachers' organizational commitment to the story of the teachers' performance. Moreover, there is no domain in the school improvement and teachers' organizational commitment that can significantly influence the level of the teachers' performance. Recommendations include strengthening the teachers' involvement in school improvement, dedication to the organization, and improving their performance, which would greatly benefit the clientele of the academe.