The Interpersonal Relationship and Organizational Commitment of Public Elementary School Teachers of Candelaria West District

Abstract

This study was conducted to determine the interpersonal dimension and its relationship to the organizational commitment of teachers in selected public schools in Candelaria West District. The subjects of study were ninety-two (92) teachers from the selected public elementary schools in Candelaria West District for the academic year. 2022-2023. This study was a descriptive method and utilized and adapted questionnaire on the level of the dimension of interpersonal relationship such as cooperative vs. competitive dimension, equal vs. hierarchical dimension, intense vs. superficial dimension and the level of organizational commitment such as affective commitment, continuance commitment and normative commitment. The gathered data were analysed using mean, standard deviation and Pearson product moment correlation. This study revealed the following findings: the perception regarding the level of interpersonal relationship is ‘very high’ in all three variables in terms of improving their connection: cooperative, equal and intense. Also, the level of organizational commitment is ‘very high’ in all three variables in terms of improving their connection within the organization: affective, continuance and normative. The findings of this study will be useful to teachers, school’s administrator, the people who work in organizations, and other researchers. The study hereby offers the following recommendations: teachers may continue this kind of interaction within their organization to create and continue a good relationship and to be committed: treating the other members of the organization equally, having interaction, cooperation, working together, and enjoying each other is a good thing to do.