Teachers' Commitment and Performance

Abstract

This descriptive study was conducted to determine the level of commitment in terms of content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting and the performance of 122 elementary school teachers for the School Year 2019-2020. Data needed for the study were collected from 122 public school teachers in a District in a large-sized Division in Central Visayas in the Philippines. The instrument used was a self-made survey questionnaire, which has hurdled the validity and reliability tests. The ensuing analyses revealed uniformly high-level results: Teachers’ commitment in the areas of content knowledge and pedagogy (M=4.01; SD=.540), learning environment and diversity of learners (M= 4.28; SD=.461), curriculum and planning (M=4.08; SD=.516), and assessment and reporting (M= 4.41; SD=.473). As a final point, no significant relationship was found between the level of teachers’ commitment and their performance (p=.082). The findings call for school heads’ support and encouragement of teachers deserving of promotion to boost their levels of commitment toward work.