Teachers’ Commitment and Their Performance in Naawan District, Misamis Oriental

Abstract

The commitment of teachers has a significant effect on the quality of education, which in turn influences students' motivation, engagement, and academic success. This study aimed to assess the commitment levels and performance of teachers in the Naawan District for the 2022–2023 academic year, with a focus on the affective, normative, active, passive, and value dimensions of commitment. It evaluated teacher effectiveness in these domains in addition to topic knowledge, pedagogy, learning environments, curriculum preparation, assessment, personal development, and professional advancement. Purposive sampling was utilized in the study to assess 140 public elementary teachers utilizing a validated questionnaire and a descriptive research approach. In data analysis, Pearson's Correlation, mean, standard deviation, and percentage were employed. The findings demonstrated that teachers, particularly in content understanding and pedagogy, performed exceptionally well and exhibited significant affective commitment. Except for curricular preparation, there was a substantial correlation between performance and commitment levels. According to the paper, teachers should participate in practical research projects to enhance curricular flexibility and instructional practices and better align them with the needs of students and specific classroom contexts.