School Climate and Teachers’ Commitment: A Descriptive-Correlational Study

Maed Reynante U. Gonzales and EdD Elizabeth D. Dioso
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Maed Reynante U. Gonzales: The Faculty of the Graduate School, Assumption College of Nabunturan, Nabunturan, Davao de Oro
EdD Elizabeth D. Dioso: The Faculty of the Graduate School, Assumption College of Nabunturan, Nabunturan, Davao de Oro

International Journal of Research and Innovation in Applied Science, 2024, vol. 9, issue 7, 48-61

Abstract: This study was conducted to look into the effects of school climate on the teachers’ commitment in Monkayo West District for the school year 2023-2024. Specifically, it sought to: 1) determine the level of school climate; 2.) level of teachers’ commitment towards the school; and 3) determine the significant relationship between school climate and the commitment of teachers. Data were gathered from 134 teachers. Modified questionnaire from Spicer (2016), Dalanon (2018) and Akinwale (2019) was utilized. Data were analyzed using descriptive and inferential statistics like frequency, percentage, mean and standard deviation, and Pearson Product Moment Correlation. Findings revealed that there was no significant relationship between school climate and teacher’s commitment. This data suggest that teachers were still committed despite whatever is the school climate there maybe. The school climate does not affect teachers’ commitment in the organization. This indicates further that there were several undertakings that may or may not influence the work commitment of a teacher. As observed, teachers have coped with the school culture that they have had. They were already adjusted on the kind of professional collaboration, collegiality, and self-determination which they have accepted since they stayed in the school for a period of time. It was concluded that teachers’ are so passionate and dedicated to perform their jobs and responsibilities no matter what. These are the teachers who could extend their time without counting the cost since they are already used to it. It is recommended that Department of Education school authorities should regularly orient and train teachers on how to effectively foster positive school climate especially on the areas of professional collaboration, collegiality, and self-determination. Strategic interventions may be designed so that teacher’s work commitment and performance may continually improve over time and proper orientation should be conducted especially for those newly hired teachers.

Date: 2024
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