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STIMULATING JOB COMMITMENT AMONG PUBLIC ELEMENTARY SCHOOL

- TEACHERS IN BAY DISTRICT: BASIS FOR AN ACTION PLAN.

A Thesis Presentation to
The Faculty of the Graduate Studies
TANAUAN INSTITUTE INC.
Tanauan City, Batangas

In Partial Fulfillment of the Requirements

for the Degree of Master of Arts in Education
Major in Educational Administration and Supervision

By:

JOHN ERROLL O. GESMUNDO

MAED II-B
09458549776
 i

Use Roman numerals on pages of the preliminaries.

APPROVAL SHEET

The thesis entitled “Importance of Aspects Stimulating Job Commitment Among

Public Elementary School - Teachers in Bay District: Basis for an Action Plan. ” has

been prepared and submitted by JOHN ERROLL O. GESMUNDO, in partial fulfillment of

the requirement for the Degree of Master of Arts in Education, Major in Educational

Administration and Supervision, is hereby recommended for acceptance and approval for

Pre-Oral Examination.

NELIA P. MANANGUIT, Ed. D.

      Adviser

Approved by the Committee on Pre-Oral Examination with the grade of _____________

THESIS COMMITTEE

___________________________________
CHAIRMAN

________________________ ________________________
   MEMBER MEMBER
Accepted and approved in partial fulfillment of the requirements for the degree of
Master of Arts in Education, Major in Educational Administration and Supervision.

NELIA P. MANANGUIT, Ed. D.

     Dean of Graduate School
 ii

ACKNOWLEDGEMENTS

The researcher wishes to extend his profound gratitude and appreciation to

the following persons for without their invaluable help and assistance this study
could not have been successfully accomplished.
Hon. Nelson Perez Collantes and Congresswoman Maria Theresa V. 
Collantes, for granting scholarship to the researcher and supporting his to pursue
this piece of work.
Dr. Nelia P. Mananguit, Dean of Graduate Studies for the encouragement
and for monitoring the progress of this research paper;

___________________, his adviser, for the encouragement to continue this

research work and sharing his expertise to the researcher;
Dr. Ronald V. Ramilo, the researcher’s statistician for assisting the
researcher with the appropriate statistical treatment to be used in the study;
Dr. Victoria B. Burgos, Dr. Librado DM Alacantara and Dr. Guillerma L.
Bilog, for giving their efforts in validating all the questionnaires;
Graduate Studies Professors, for imparting ideas and shared stimulating
sessions of the study and discussion;
Schools Division Superintendent of Laguna Province Marites A. Ibañez,
CESO V, for her guidance and consideration when time the researcher needed help;
Principals, heads, teachers and students of Public Public Elementary
Schools in Bay District, for offering their precious time in giving their responses to
the questionnaires.
Gesmundo and Gega family, for the inspiration and support that motivate
the researcher to do this study.
Above all to Almighty God, for His guidance on his way to success, the
researcher could do nothing without His mighty wisdom.
.

J.E.O.G.
 iii

DEDICATION

This research work is heartedly dedicated to his loving and supportive parent,

MR. RAMON GESMUNDO and MRS. LEONILA GESMUNDO,

                      and with his brothers and sister and together with his partner,

those who helped and encourage him to continue studying,

and finish this work, their patience, understanding, and 

MAED classmates, co-teacher and best of friends

for support and most of all love, the completion

of this work would not be possible and

above all the Almighty for

HIS guidance on

his way to

success.

            

J.E.O.G.
 iv

TABLE OF CONTENTS

Page

Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Table of Contents v
List of Tables vi
List of Figures vii
Abstract viii

CHAPTER
1. THE PROBLEM AND ITS BACKGROUND

Introduction 1
Conceptual Framework 4
Paradigm of the Study 7
Statement of the Problem 8
Research Hypotheses 9
Significance of the Study 10
Scope and Delimitation of the Study 11
Definition of Terms 12

2. REVIEW OF RELATED LITERATURE AND STUDIES

A. Related Literature
Foreign Literature 14
Local Literature 21
B. Related Studies
Foreign Studies 21
Local Studies 31

3. RESEARCH AND METHODOLOGY AND PROCEDURE

Research Design 35
Respondents of the Study 36
Locale of the Study 39
Research Instrument
Validity of the Questionnaire 40
Reliability of the Questionnaire
Validity of Instrument 41
Data Gathering Procedure
Statistical Treatment of Data 42
 v

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings …………………………………………….…
Conclusions ………………………………………………………....
Recommendations ………………………….………………….……

BIBLIOGRAPHY
APPENDICES
A. Request Letters
B. Questionnaire
CURRICULUM VITAE

vi

LIST OF TABLES
Tables Title
Page
A Distributions of Respondents…………………………………………….37

vii

LIST OF FIGURES
Figure Title Page

1 Research Paradigm 7
2 Map of Division of Tanauan City 38

CHAPTER 1
 THE PROBLEM AND ITS BACKGROUND

Introduction

Teaching is a process in which educators have an inevitable role. It is even

true to say that the awareness and curiousness of some educated people about their

environment and the events happening around them have created the act of

teaching, because they have wished to share their own experiences on the objects

or phenomena with the people around them.

Education is the only instrument to bring about desirable social change. The

importance of education is quite clear: it is the knowledge of putting one’s potentials

to maximum use. The development of a nation depends upon the number educated

citizens who have access to quality education, which in turn depends upon the

competence, dedication or commitment and quality of teacher.

One of the biggest challenges by school administrators is getting teachers to

do what they need to do in order to achieve the school’s goals and objectives with

the efficiency it deserves. because of the complexity of human behavior and the

dynamics of the organizational circumstances, many of the school administrators go

about managing teacher in such manners as could undoubtedly produce sub-

optimal results thereby jeopardizing the changes of the school realizing

their set goals and objectives efficiently. Carabio (2018)

Altun (2017) handles the concept of commitment from a direct perspective of

education. He expresses that teacher commitment has been considered as a

passion to the work. Passion is at the core of effective learning and teaching.
 2

Job commitment is considered one of the important aspects that gouges an

individual to attain success in his and her child of endeavor.  In this social milieu

where many undesirable attitudes and behavior overtly expressed there is absolutely

no doubt a need to strengthen them so that their potential would be utilized. Keeping

the people in the organization well motivated, is keeping organizational functional

and effective in rendering services to the client. Every institution pursuit of

excellence should develop and keep well motivated and are organization committed

employees. Applying the same principles in education, this would ultimately keep the

teachers well motivated and will apparently result in their work. To be more effective

in carrying out mission and vision of education, well-motivated and organizationally

committed teachers should be retained in the school. According to Reyes (2009)

cited by corpus (2009), attitude and performance depend much on the ability,

interest, and motivation of a person. It is therefore the task administrator of every

school to motivate and keep the teacher’s commitment to their professions.

On the other hand, teacher commitment has been identified as one of the

most critical factors for the future success of education and schools. It has been a

truly significant factor that the commitment of teachers is closely connected to

teachers' work performance and their ability to make innovations in the teaching

environment and as a result, they are able to integrate new ideas into their own

practice. Teacher commitment plays a vital role in eliciting positive responses among

the students to perform well and achieve more in their studies. It also affects
3
students’ attitudes toward school.

Organizationally committed; teachers are satisfied teachers who display

punctuality and loyalty. They have a good record of attendance and are willing to
adhere to school policies. Since the educational system stresses that educational

organization should create an environment of quality instruction, administrators

should always keep abreast with the factors that affect teaching performance and

organizational commitment. They should keep an eye to the behavior of their

teachers because teachers’ needs may change from time to time. Their concern

should be focused on the level of satisfaction and dissatisfaction, for them to know if

the teachers are likely to be more committed or less committed.

However, teachers’ commitment in Tanzania has been an issue of discussion

due to the reason that the expected results from education or schools are not

effectively produced. For example, Poor performance of students and schools

experienced in several years (Mkumbo, 2012; Twaweza, 2013 )

The level of teachers’ commitment is considered to be a key factor in the

success of any educational undertaking as it heavily influences teachers’ willingness

to engage in cooperative and critical practice. To sustain energy and enthusiasm for

the work, teachers need to maintain their personal commitment to the job. This

concept of ‘commitment’, as investment of personal resources, has long been

associated with the professional characteristics of a teacher.

The researcher wanted also to conduct this study to find out the aspects

stimulating job commitment of the teachers while they are in school. despite their
4
almost total lack of experience in education.

It is then in this premise, that the researcher wanted to conduct this study to

find out the aspects in job commitment that best suit the interest of the teachers to

make them professionally committed to their work. It is believed that this study would
be an opener for the administrators most especially in Bay District to do something

for the improvement of the educational system. what the school administrators are

holding in their hands in the future of the people in the whole community.

Conceptual Framework

Professional commitment is typically conceptualized as a positive, affective

attachment to one’s work. Commitment, when attached to this object, results from

the satisfactions that accrue from a job (Firestone & Rosenblum, 2012). Professional

commitment is the feeling of dedication among the individuals of a group towards

their profession. This commitment area involves two essential components: namely,

pride in one‘s being in the teaching profession; and a strong desire for professional

development (Shashi, 2014). Commitment to student learning includes teacher

dedication to helping students learn regardless of their academic difficulties or social

background. Conceptually, this type of commitment speaks to increasing student

engagement in learning and academic achievement, particularly for students who

5
are academically at risk (Kushman, 2012).

A commitment to the community includes creating a symbolic relation

between the school and community. Teachers need to orient and motivate the

community to perceive the importance of education as a lifelong process. Teachers

need to have deep concern and commitment towards the community and the

organization for which they work (Shashi, 2014). Organizational commitment is

defined as a multidimensional concept that includes belief in and acceptance of the

organization’s goals and values; willingness to exert effort on the organization’s

behalf; and a desire to remain in the organization (Mowday et al, 2012).

7
Have a discussion of the paradigm on p. 8
8

STATEMENT OF THE PROBLEM

This study is aimed at determining the importance of aspects stimulating job

commitment among public elementary school - teachers in bay district: basis for an

action plan.

This study sought to answer the following questions:

1. How can the teacher respondents’ profile be described in terms of:

1.1 gender

1.2 age

1.3 civil status

1.4 length of teaching experience

1.5 educational attainment

2. How important are the aspects stimulating the work commitment of the

teacher-respondents based on the following variables:

2.1 Security Aspect;

2.2 Working Condition;

2.3 Social Aspect;

2.4 Job Description;

2.5 Achievement/Responsibility

2.6 Professional and Personal Upliftment

 3. Is there a significant relationship between the teachers’ profile and the

stimulating work commitment of the teachers based on the aforementioned

variables?

4. Is there a significant difference on the aspects stimulating the work

commitment of the teacher-respondents ?

5. Based on the findings of the study, what action plan can be proposed?

Research Hypotheses

The following null hypotheses were tested in this study:

 There is no significant relationship between the profile of the teacher-

respondents and the aspects stimulating their job commitment.

 Is there a significant difference on the aspects stimulating the work

commitment of the teacher-respondents.

 10

SIGNIFICANCE OF THE STUDY

The useful and relevant information acquired from the study may provide

valuable insights on some motivational factors and work commitment of elementary

school teachers. The following persons may utilize this set of information.

School Administrators. The insights that could be gained from this study

may be used as the basis for implementation of new guidelines that will motivate

teachers to work efficiently. The data gathered from this study serve as reference

materials that may be used as their base for their future decisions.

Teachers. The result of this study could serve as an eye-opener for them to

realize the importance of commitment in one's work most especially for them as

facilitators of learning. As a result, this could help in the improvement of the

educational system.

Pupils. The result of this study may motivate and assist the pupil to gain

more knowledge since they would be the benefactor of whatever work motivation

and organizational commitment they gained from their supervisors. To the end-

beneficiary of this research, the children will become more competitive whatever

curriculum will be, as they finish their studies and apply the different skills learned to

real life.

Parents. The results of this study could serve as a guide in performing their

role towards the education of their children. They can be made more cognizant of

their responsibilities to guide and support their children's educational endeavors and
make them read the paths of success through improving their varied skills and
11
competencies essential in educational activities.

Curriculum Writers. The study may guide the planners in designing the

principles and objectives to be used so teachers could be more work motivated,

work oriented and work committed.

School Heads. The findings of the study will provide them tool to assess the

instructional components for teachers in public elementary schools its extent of

effectiveness and implications to the job commitment. This examination of teachers'

knowledge of instructional components may provide data and information of which is

effective to use in real classroom situations.

Future School Heads. They may use the findings of this study as a

reference material when they assume their new position and perform related

functions.

Curriculum Planners. This will serve as their bird's eye view of the true

current state of education in the country and whether teaching practices may be at

fault. If this is indeed the case, targeted interventions could be conducted to redress

it. Such remedial measures are crucial if the government is to achieve its goal of

providing quality basic education for all Filipinos.

Curriculum Planner

Educational Researchers. The results of this study will be of great help in

providing valuable information to the future researchers who may be interested in

conducting studies relative to the job commitment and its aspects.

 12
Scope and Limitations of the Study

This research study was conducted during the school year 2020-2021. It

identified the level of work motivation in terms of security aspect, social aspect, job

description, achievement/responsibility, professional and personal upliftment.

Together with this study also tried to find out the level of work commitment in terms

of affective, continuance and normative commitment. The relationship between work

motivation and commitment was also tackled in this endeavor as well as the

influence of the teacher’s profile on their work motivation and commitment.

This study included two hundred thirty-eight (238) elementary classroom

teachers in Bay District. The study was conducted in the third grading period.

Definition of Terms

The terms were all operationally defined in order to have a clear

understanding of the study.

Achievement. This refers to the work accomplished by teachers. It is an

accomplishment being honored for the teacher's academic achievement.

Action Plan. This refers to the matrix consisting of activities, objectives

person involved, source of fund, time frame, and expected outcome to the actions

needed to accomplish every organization.

Affective Commitment. This relates to how much teachers want to stay at

their organization. If a teacher is effectively committed to their organization, it means

that they want to stay at their organization. They typically identify with the
organizational goals, feel that they fit into the organization and are satisfied with their

work.

Commitment. As the term used in the study, it is an emotional attachment to

work. The feeling of the teachers not to leave teaching because of their loyalty
13
influenced by varying tractors.

Continuance Commitment. This occurs as a result of the perceived cost

associated with leaving the school. Teachers with strong continuance commitment

remain in the school because they need to stay with their organization because their

salary and fringe benefits won’t improve if they move to another organization.

Educational Attainment. This means as the educational preparation attained

by the teachers and the highest level of education completed.

Job Description. As the term used in the study, it is a list that a person might

use for general tasks, or functions, and responsibilities of a position. It may often

include to whom the position reports, specifications such as the qualifications or

skills needed by the person in the job.

Bay District. This pertains to the district on which the study was conducted

which consists of two hundred thirty-eight (238) public elementary teachers.

Motivational Factors. As the term utilized in this research t is the factors

involving initiative and ultimately receiving merits for the tasks done. It is also any

contributory circumstance which produces good results. In this study. Some factors

to the work commitment of public elementary teachers will be considered.

Profile. It denotes any short historical geographical or other descriptive

phrases for a particular person or a group.

 Normative Commitment. This signifies the feeling of obligation to

administrators and teachers for a task well done. Normatively committed teachers

feel that leaving their organization would have disastrous consequences and feel a

sense of guilt about the possibility of leaving.

Personal. This indicates the things done in person without intervention of

14
another.

Professional. This infers to a member of a profession or any person who

earns their living from a specified professional activity. The term also describes the

standards of education and training that prepare members of the profession with the

knowledge and skills necessary to perform their specific role within that profession.

Responsibility. This applies to the accountabilities assigned to the teachers

such as classroom and instructional management. It is a duty or obligation to

satisfactorily perform or complete a task that one must fulfil, and which has a

consequent penalty for failure.

School Graduated From. It is intended for the Colleges / Universities where

the teachers finished their undergraduates and graduate studies. Security Aspect. It

focuses exclusively on application security. The teachers protect the applications

that run their school.

Security Aspect. It focuses exclusively on application security. The teachers

protect the applications that run their school.

Social Aspect. This hints to the relationship between the teachers with their

colleagues, administrators, and non-teaching staff. Economy and security are also to

understand social.
 Teacher's Commitment. It has been identified as one of the most critical

factors for the future success of education and schools.

Teaching Experience. It should be "early and often. Through these

experiences, future teachers themselves, and whether teaching is something that

they can and should do. Also known as length of service which expresses the total
15
number of years to teaching services rendered by the teachers in Bay District.

Work Commitment. This intimates an emotional attachment to work. The

feeling of the teachers to do and exert efforts for his/her noble job.

Working Condition. It suggests the factor that influences the teachers in the

performance of their duty such as good working hours, good facilities, safe working

condition and work climate. Generally speaking, it covers a broad range of topics

and issues, from working time to remuneration, as well as the physical conditions

and mental demands that exist in the workplace.

Arrange the terms alphabetically.

Arrange your thesis pages according to your Table of Contents.

 16

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The review of the literature included journal articles, studies, books, and

professional literature to address the topic of study, which is the teaching strategies

employed by the English teachers and its effectiveness in English instruction.

A. Related Literature

Foreign Literature

Astroner – NY: Salesiano Pub. (2018) stated that human beings have their

needs arranged in a hierarchy such that they are motivated to seek satisfaction of

the lower level of need first. Individuals will be motivated to fulfill the need that is

proponent or most powerful at the given time. Once that level of need is satisfied it is

no longer a motivation, and the next level up the hierarchy motivates the person.

Basic needs such as shelter, food and warmth are at the bottom of the level of

Masiow's hierarchy. which progresses through physical well being, social

acceptance, self-esteem to "self-actualization", (realizing one's potential). It

characterizes man as perpetually 'wanting animal. Generally, though not always, the

individual strives to satisfy his desires in the order of this hierarchy.

Froud – USA: Meril Pub., Co. (2019) advanced that people do things willingly

and happily because they are motivated. Even if the person has the ability,

knowledge and skills, his achievements could still be minimal, unless he/she is
17
motivated in the work environment.

Kiplagat, Role, and Makewa (2012) examined the phenomenon of teacher

commitment and its relationship with pupil’s academic performance in primary

school mathematics. The study was conducted in western region of Kenya where

280 class 8 pupils and 74 mathematics teachers participated. The researchers made

use of causal- 71 comparative research design. Stratified, random and purposive

sampling techniques were used to get the sample for the study. Data collection was

done using a self-constructed questionnaire which had been validated and subjected

for a pilot study and its reliability determined.

According to Couger and Colter – NY: Milan Pub. (2018) a possible solution

to turn over is to have management carefully identify the professional expectation

motivational needs of systems workers. Perhaps more important management must

actively seek out employees as well teachers and seek or discover their interest.

R.F. Baumeister and K. D. Vohs (2017) cited that the term motivation can be

used in different ways, but in essence it refers to any sort of general drive or

inclination to do something. Cognition, which has dominated psychological theory in

recent decades, is ultimately just a tool in service of motivation. That is, the reason

evolution is selected in favor of increased powers of thought is that those increased

powers enable people to get what they want and need. If people did not have wants

and needs, there would be little or no reason to think. Human agency or themselves

executive function, which includes active initiative, choice, and self- regulation, is
18
thus probably an adaptation to facilitate motivated behavior.

Webster's Dictionary defines motivation starts with the root word, motive as,

something that causes a person to act. Therefore, motivation can be defined as the

act of providing motive that causes someone to act. In other words, according to

Nancy Shanks (2015), motivation causes someone to act and someone else cannot

make someone motivated. It is the discretion of the person to decide if they are

going to be motivated or not. Motivated and unmotivated are not opposites, but

instead, there are determining factors that could cause someone to be unmotivated,

such as life events and attitudes towards a specific job.

According to Gray (2018) cited that if management provided a positive work

environment for employees, they would show gratitude by providing more. Work

therefore, requires the opportunity to express a human need to love. Motivation to

achieve more than the ordinary requires long term commitment and human beings

cannot be expected to make long term commitment to uninteresting jobs.

Reque (2014) said that performance would be very satisfactory when efforts

are being organized. That some teachers report being extremely pleased with their

school system appears to be quite dedicated to the overall success of those

organizations often, such teachers are more involved in general school activities

usually enjoy pleasant longevity in schools and consequently are disinterested in the

organizational commitment of teachers is vital to overall effectiveness of schools.

 Shaw (2019) examined elementary and high school teacher’s organizational

commitment and workplace value orientation. The values orientation included two

underlying value systems. Schools with normative value orientation stress shared

behavior norms developed through common groups experiences and are less reliant
19
on format written policy and pay time schedules.

The utilitarian orientation emphasizes the materialistic aspects of

organizational control. Schools with a utilitarian value orientation stress scheduling

and written policies to regulate teacher load workload teaching and extra duty

assignments.

The author (Shaw 2019) found out that elementary school teachers had

significantly higher or normative orientation and organizational commitment than

high school teachers.

Pukdee (2017) found out that the academic rank; salary length of service

could significantly influence the teacher's performance.

Permfool (2015) conducted a study on the relationship and performance,

length of service and post baccalaureate units and found these to be positively

related but that age as a variable does not influence the performance of

respondents.

More specifically, the study contributed to the literature of school culture and

school administration. Important dimensions of school culture as defined or based in

the relevant literature were validated in this study. During the research design, they

consulted Chinese researchers to verify whether the selected dimensions based on

Western empirical studies were relevant for the Chinese context. The results in this

specific context revealed that it is also important to view school culture in these
dimensions as 74 identified in Western contexts, including goal orientation,

leadership, participative decision-making, and innovation orientation. Furthermore, a

new dimension, shared vision, was suggested to be typical in the Chinese context,

as in a ‘‘collectivist culture’’ the recognition of the collective vision is considered an

important component. This study tested and verified it as an important factor in

school culture.

20

Local Literature

Borromeo (2018) – in his column, an effective motivation factor does not just

happen by chance. There is a need for careful assessment, planning and

implementation of plans. There is a need to look in the manpower, books

classrooms and other facilities, materials, equipment, supplies and services. The

school to be able to do its functions well should continue to reexamine under

structure its system.

According to Aquino (2018) – based on his journal, believes that teachers

play an important role in improving the instructional program, in initiating and

responding to change, preparing and organizing for effective response, evaluation,

school processes and products, improving human relation and morale in decision

making. He further asserts that teachers are catalysts for improving and upgrading

the quality of Iife and that they have all the power to uplift the educational system.

Likewise, Fajardo (2017) pointed out that productive teachers encourage

participation from others. Continually questioning themselves are clearly competitive,

recognize and restrictions and their impulse are under control. He adds that the

individuals who constitute any group work well, when placed under a leader who

knows to manage subordinates with reasonable restraint and intelligent

21
encouragement.

Performance appraisal has a very important role in the reward system This is

the process of evaluating the performance of workers sharing information with them

and seeking for ways to improve their performance. There are allocated resources in

a dynamic environment, motivating and rewarding workers. give workers feedback

about their work, maintain fair relationship with groups, coach and develop workers

and comply within regulations Appraisal systems are indeed necessary for proper

management and for worker development Whether appraisals are done by

subordinate or by superiors the process itself is vital to the lifeblood of the

organization Performance appraisal system provides a means of systematically

evaluating employees across various performance dimensions to ensure that

organization are getting what they pay for, cited meaning from text. Sison (2017)

mentioned.

However, Azanza (2017) – in her article, there should be a performance

rating system which shall be administered in accordance with rules. regulations and

standards established by the organization. The performance rating system

administered in such a manner as to foster continually the improvement of individual

performance by providing effective supervision and counseling through the

identification of the teacher's weak and strong points and to develop standards of

satisfactory performance, strengthen supervisor-teacher relations and objectivity. the

application of personnel policies in the selection, placement, promotion reduction in

force and other processes of personnel administrations. The performance rating

plan should be simple. It should specify the position or group position covered and

the item to be rated. The supervisor will rate and present form to be used and the
22
frequency of rating.

According to Andres (2015) from his journal “Case Study Human Relation and

Management”, - the responsibility of management for getting effective results

obviously includes the task for establishing an equitable reward system. It is

important that the reward system should involve individual merit and the criteria and

guidelines established by the organization on job evaluation. Reward system

includes intrinsic benefits. It is a fact that no matter how closely management

attaches to performance, pay is still something that originates outside the job and is

the only useful way. Sometimes it tends to be less immediately satisfying than

intrinsic reward. While it may be true, to a certain extent, that the personal

satisfaction of a job well done is a powerful motivation for many workers, economic

rewards, by contrast cannot provide all the necessary reward for physiologically

healthy individuals. The important task of the management is to reward successfully.

In another hand, Reyes (2014) – to his journal, reported similar findings in

organizations holding a stronger normative orientation; employees are more satisfied

with their jobs and are more committed to the organization than employees in

organizations holding utilitarian orientation. A widely accepted definition of

satisfaction is. Satisfaction is the consumer's fulfillment response. It is a judgement

that a product or service feature, or the product of service itself, provided

pleasurable levels of consumption related fulfillment, including levels of under-or-

over fulfillment.
 Moreover, Levenza (2013) summoned that motivation energizes behavior

and gives direction. A motivated person will work harder and persevere longer than

an unmotivated one. The level of intensity and persistence for the motivated person

will be higher. A motivated athlete will endure long hours of practice daily than one

who Is not. Motivation also directs behavior. Motivation is the strength of the drive

toward an action. It refers to a whole class of drives needs and similar forces that

prompt a person to act in a certain way to develop a tendency for specific behavior.

The value of reward to a person is relative; a reward can be large can be

23
small but only when compared to another.

According to Santa Maria’s blog and column (2015) the effort to obtain the

reward is also absolute. Yet the reward can very well compare to the effort by means

of a ratio. Then a person can calculate his own reward to effort ratio as well as that

of another and finally compare the two. Based on these comparisons, a person can

make judgment as to the fairness of the reward system. Expectedly, a reward

system that is not fair will not motivate people.

SJ Marites in her article and journal - (2012) The study revealed that teachers

with poorer attendance records found their work tiring. Teachers who felt that their

supervisors did not show appreciation and recognition for good work done tended to

have poorer attendance records. Reflection as poor dedication and commitment as a

teacher.

In the Philippines, ensuring the welfare of more than 27 million learners in

basic education alone requires indomitable commitment amidst this crisis. However,

as UNESCO reiterates its stand: “Education cannot wait. If learning stops, we will
lose human capital.” Meeting the needs of the most vulnerable populations in these

times is essential to achieving SDG4 (UNESCO, 2017)

Darin Jan Tindowen - Saint Louis University (2020) - In his article cited was

conducted to determine the organizational and professional commitment of

secondary school teachers in the Northern Philippines in relation to their job

satisfaction. At the same time, they also have a high level of satisfaction towards

their job. In addition, their high level of organizational commitment and professional

commitment lead to their high level of satisfaction towards their work. More

importantly, discussion and implications of results were also discussed.

However, Marlene Ebuenga-Amora (2016) teachers’ performance is related

to teaching efficacy. Teaching efficacy beliefs and pupils’ attitudes are related,

knowing the teachers’ variability along commitment, efficacy beliefs and

performance level in relation to pupils’ attitudes is very significant for better

24
understanding the pupils.

As cited by Paragsa (2014) in her article proposed that teachers’ commitment

is a teacher’s psychological identification on school goals and values and willingness

to become a member of an organization to work considerably harder more than an

individual benefit.

She also stressed that the willingness to remain will result in loyalty to the

school. The willingness to support educational vision and the involvement in

teaching jobs are directly related to the teaching efficacy, especially if teachers are

willing to devote themselves to teaching and remain in the same school, the

performance of the school will be increased, and the educational goals can be

attained.
 Benkhoff and Paragsa (2014) assessed that researchers have mostly

measured performance subjectively because acquiring objective data is difficult.

Somers and Biernbaum as cited by Paragsa (2014) further contended that

“because the terms `commitment' and `performance' have been used in different

ways, it is important to specify how these constructs are defined in any given study”.

Keeping in view their argument, the present study is limited to examine the

relationship between three components' model of organizational commitment and

25
self-rated or perceived employees’ performance.

Lopez, N. L., & Irene, E. A. (2017), cited in their journal motivation and

commitment to Teaching among Pre-service Teachers A teacher has to update

professionally, personally and be rightfully motivated and committed so he/she could

discharge his/her diverse tasks and responsibilities with efficiency and

effectiveness.  This study aimed to investigate the career motivations and

commitment among pre-service teachers to recommend plans for action along the

teacher education profession.  Using descriptive mixed method design, a total of 255

pre-service teachers were employed in the study.  Based on the results, it was found

out that pre-service teachers are highly motivated and committed to teaching. 

Moreover, extrinsic motivation factors drive these pre-service teachers while

intrinsic or altruistic factors dominate among the commitment to pursue a teaching

career.  This result sheds light on career plans and programs for teacher education.

B. Related Studies

Foreign Studies
 Teachers can be retained successfully by ensuring job commitment, this

enhances performance and decreases employee turnover (Skaalvik & Skaalvik,

2014). Monetary and non-monetary incentives can be used to manage teachers’ job

commitment and turnover (Aydin, Sarier, & Uysal, 2013).

The performance and productivity of teachers tends to rise with their

satisfaction level. Satisfied teachers will be able to deliver quality education to

students by motivating and inspiring them. Earlier studies suggest that low job

satisfaction adversely affects the productivity level of even highly qualified and

skilled teachers. It also affects productivity through burnout, absenteeism and

turnover (Chamundeswari, 2013).

Job commitment has relationships with positive effect, self-efficacy, working

26
conditions and work goals (Van den Berghe et al., 2014).

Positive effect towards work leads to a high level of job commitment (Tett &

Meyer, 2013; Wayne, Casper, Matthews, & Allen, 2013). It also helps individuals to

process emotional information accurately and efficiently. Positive effect helps

employees solve problems, make plans and strive for achievements (Abbas, Raja,

Darr, & Bouckenooghe, 2014). Positive effect has a significant relationship with job

commitment. Generally, individuals who experience positive emotions are more

likely to be satisfied at work (Todorova, Bear, & Weingart, 2014).

Several studies about the relationships of occupational stress to

organizational commitment and work engagement were already conducted. Harun et

al. (2014) determine the relationship between stress and organizational commitment

and found out that they are negatively correlated. This was supported by the study
conducted by Alipour and Monfared (2015) who also found out that job stress is

inversely related to overall organizational commitment and its dimensions such as

affective, continuance, and normative commitment.

Additionally, job stress is also negatively correlated with work engagement

(Derbis, 2012), which was supported by the study of Ramos, Alés, and Sierra (2014)

who also found out that stressors such as role conflict and role ambiguity are
27
negatively correlated to work engagement.

Effective school education anticipates effective teacher education Sood &

Anand (2011). In making teacher education truly effective and functional, the role of

teacher educators is most crucial. It is universally recognized that the onus of the

quality of education of teachers rests squarely on the teacher educators. From the

available literature on professional commitment of teachers and of teacher-

educators, nothing is clear-how teacher-educators stand in terms of their

commitments as teachers. No verified knowledge comes to hand on the actual

nature of professional commitment of the teacher educators from the study of said

kind of literature. The need for the improvement and enhancement of professional

commitment of teacher-educators is now universally emphasized and highlighted in

educational circles and forums. How to affect its improvement to the optimum

desirable degree is the formidable problem which teachers and educationists face.

Interestingly, McGrath, Nobel and Smith (2010) also added that teachers’

organizational commitment greatly affects a school’s transformation into a happy

school.

In a qualitative study of Mkumbo, (2012), he examined teachers’ commitment

to, and experiences of, the teaching profession in six regions of Tanzania. The study
used focus group discussions as a research method and data collection tool.

Twenty-four groups were conducted, with group membership ranging from five to

nine participants. The results showed that the teachers’ commitment to the teaching

profession was devastatingly low, with the majority of teachers expressing that they

did not choose the teaching profession as their choice but were compelled by the

ease to get the job and lack of qualifications to join other professions of their liking

and choice. Teachers highlighted a poor working environment and poor government

and community attitudes towards the teaching profession as the main de-motivating

factors for the teaching profession.

Yusof (2012) on his study, School Climate and Teachers’ Commitment: A

Case Study of Malaysia, analyzed the relationships between school climate and

teachers’ commitment. The study investigated the predictability of key dimensions of

school climate in related to collegial leadership, professional teacher behavior,

28
achievement press and institutional vulnerability towards teacher commitment.

More specifically, the study contributed to the literature of school culture and

school administration. Important dimensions of school culture as defined or based in

the relevant literature were validated in this study. During the research design, they

consulted Chinese researchers to verify whether the selected dimensions based on

Western empirical studies were relevant for the Chinese context. The results in this

specific context revealed that it is also important to view school culture in these

dimensions as 74 identified in Western contexts, including goal orientation,

leadership, participative decision-making, and innovation orientation. Furthermore, a

new dimension, shared vision, was suggested to be typical in the Chinese context,

as in a ‘‘collectivist culture’’ the recognition of the collective vision is considered an

important component. This study tested and verified it as an important factor in
29
school culture.

A study was conducted by Sangaratana (2019) on the Organization

Commitment and Work Habits of the Non-Formal Education (NFE) Administrators

and instructor in the terms of their desire to stay with their organization and on their

acceptance on the goals and values of the NFE Programs in Southern Thailand

Richard in (2018) noted that some teachers report being extremely pleased with

their school and school system, and appear to be quite dedicated to the overall

success of those organizations often, such teachers are more involved in general

school activities usually enjoy pleasant longevity in their position. Other teachers,

however, repost being very displeased with their schools and consequently, are

disinterested in their overall success of their schools as little as possible and many

actively seek reassignment or relocation. In many ways the organizational

commitment of teachers is vital to the overall effectiveness of schools. (Webmaster

@scholar. Lib. Educ., Internet) Cetron (2017) asserted that because of low starting

salaries, colleges are unable to recruit best teachers. Teacher Educators point out

that there are too few teachers to go abroad and predict that this shortage would

continue well into the 21 century. He further writes that by the time a teacher has

been teaching in the classroom for five years, there is fifty (50%) chance that he or

she would leave the profession, if the teachers are employed in an urban area, the

likelihood increases to seventy five (75%) Keli Burton (2012) mentioned motivation is

the act of getting someone to act on a situation. This definition will be important

throughout the rest of the paper due to the constant use of the word. When referring

to the word motivation, the above definition will be used. Now that there is an
understanding of what the word means, it is important to understand the studies that

have been conducted and the findings that have come about because of the studies.

Strong (2017) cited that if management provided a positive work environment

for employees, they would show gratitude by providing more.

Bittel (2017) mentioned that for some people, it is neither through long

vacation nor exotic fringe benefits that are important to turn over. The two biggest

reasons for job jumping according to him are: (1.) Lack of interesting work (2) Lack

of prospect for additional responsibility. He claims that it is important to provide a

favorable balance of job conditions in order to attract and hold the best people.

Accordingly, the company reputation and the treatment received from supervision go
30
with the mix.

Herberg as cited by Bajo (2018) elevated the value of commitment when he

said that the human being needs to love his work, never to have to say he is sorry

about something he produces because he has done his best. Loving, he says, is the

basis for ethical and unethical behavior, which stem from teaching of love in work as

well as in all other aspects of life. Work therefore, requires the opportunity to express

the human need to love. Motivation to achieve more than the ordinary requires long

term commitment and human beings cannot be expected to make long term

commitments to understanding jobs. Through his job, the manager makes him

contribute to the longer good and reciprocally enjoys a sense of participation in

working for its attainment.

Local Studies
 According to Maribao (2018), if an organization is to cope with the challenges

of growth in the life cycle, then it is organizationally healthy. He further writes that as

the organization grows with new demand from the environment, systematization of

functions and documentation of normative practice come to play. At this point, trust

is built up by creating win-win policies. In this sense, trust is transferred from the

individuals to the institution.

Rimas (2017) conducted a study on Teachers Retention in the Catholic

Secondary Schools of the Mountain Provinces. She found out the following (1.)

Regulatory and punctuality of pay, which was the strongest economic reason for

teacher’s retention indicates a very important aspect of the teachers financial need

although their salary for them is low., (2.) Pride is the quality of education their

school is offering, exerting the strongest cultural reason for the teachers' decision to

stay. (3.) Favorable social relation with the sub-system the students tend to make

teachers to stay in their job. The teachers' relation along the social dimension was

based on the teachers liking for their students and their job at working with them,

and (4.) The teachers perceived social dimension for having exerted the strongest
31
influence in their decision to stay in their work.

Abella (2017) conducted a study on the factors that cause the satisfaction and

dissatisfaction of teachers in Quezon City. She found out that the approachable and

capable supervisors and administrators and strong "spirits de corp". Among their

fellow teachers and non-teaching personal ware a strong reason for them to stay.

Valdez (2018) conducted a study of "Motivation Needs and Organizational

Effectiveness and Faculty of Divine World Colleges and Universities in the

Philippines" Based on the findings, Valdez recommended the following (1.) Middle
Level administrators and faculty should be more courageous to express that they

think and feel regarding their meager compensation and benefits., (2.) Merit increase

good physical working conditions and equipment should continuously be provided to

motivate them to work efficiently and standard scheme of salary schedule should be

prepared and implemented., (3.) There should be continued job security and

retirement benefits., (4.) Top management should provide a friendly atmosphere and

recognize the need for employees to become part of the formal and informal work

groups., (5.) Top management should continue to appreciate and recognize their

employees' achievement., (6.) Top management should continue to provide

challenging and stimulating tasks especially to those who exhibit readiness to work

on certain types of jobs and involve them in goal setting and decision-making. (7)

Personal Policies and Procedures should be upgraded., (8.) The Faculty should be

motivated to grow professionally., and (9.) There should be a continuing service

32
training program.

Carabio (2018) conducted a study on motivational needs of teachers in the

district of Punta Princess and found out that her respondents rated only security and

recognition aspects satisfactory. Monetary. working conditions, social Status and

achievements/responsibility aspects were related by the teachers as satisfactory.

Abenoja (2018) in her study. found out that the most important factors to

improve the retention of the faculty were the prestige of the institution, favorable

climatic condition for healthful living, less environmental pollution, good place and

order situation in the community and an environment conducive to study and work. It

was also found out that the most important reason for faculty turnover were

inadequate provision for the recognition of and reward for satisfactory performance
of faculty members, unfair selection of staff for staff development unwholesome

relationship with superiors, especially at the department level, no class basis for

giving efficiency ratings, lack of professionalism of some faculty members in dealing

with the peers and c0-workers, attractive incentives and fringe benefits offered by

outside agencies, difficulty for other family members to get employed in the college,

having no clear basis for giving promotions.

Lachica (2019) investigated the reason that could cause the college faculty

members in La Union to leave the institution. She found out that basic salary working

conditions, management of the institution, other greener pasture interpersonal

relationships, faculty development, and personal reasons are among the reasons.

Tabuso (2017), in her study Organizational Commitment of the Faculty of the

Divine World College of Vigan, determined the level of organizational commitment of

the respondents. The descriptive research design was employed in this study.

Descriptive research determines and interprets what is the level of organizational

33
commitment of the faculty of DWCV.

Banzon (2017) Identified the factors or conditions, which loved make teachers

leave Batran National High School Rankest in order of their importance, they were

as follows; Low salary, no chance for advancement, boring and over burden with

works, poor discipline, in the school and dissatisfaction or subject taught assigned.

She made the following suggestions to motivate teachers: (1.) Effective

administrative leadership involved an understanding of the behavior of people in

groups. Such, administrator supervisors must be aware of what the teachers' needs

are. They showed they try to learn their needs rather than tell them what to do.

When teachers are motivated, there are still one of the lowest paid employees in
government service. Means must be done about it to encourage and attract teachers

to the profession. Teachers should be involved in the formulation of the policies.

rules and regulations of the school so that they will feel that they are part and parcel

of the school, thus achieving their cooperation that will result in better instruction.

Sequi and Sequi (2018) conducted a study on faculty mobility in relation to

certain variables and they found out that mobility was most intense among teachers

who were young. The desire for economic stability was the major reason for this

fiving. They listed five causes of teachers' mobility in Region I namely: (1)
34
Resignation (2) Transfer (3) Dismissal (4) Retirement (5) Promotion.

Seatriz (2018) defined it as a state in which an employee identifies with a

particular organization and its goal and wishes to maintain membership in the

organization. She conducted a study on work values, organizational commitment

and teaching efficiency of some teachers in locos Sur, llocos Norte and Laoag City.

He used affective, continuance and normative commitment as indicators for

organizational commitment. In this study, he found out that the teachers have

moderate commitment in all the said indicators. He also found out the socio

demographic characteristics like age, civil status, educational attainment type of

school and lengths service are not significantly related to any dimension of

organizational commitment.

Committed teachers are likely to be devoted to their teaching professions and

to the organization, thus giving the best of themselves to their work resulting in

efficient utilization of the time and resources. They are likely to have a good

attendance record, to adhere to school policies, and to behave as professionals who

are not content with having taught but would like to know the kind of students they
have helped, task of the school manager then is to identify teachers’ drives

and needs to channel developed, and how effectives their teaching.

35

CHAPTER 3

RESEARCH METHODOLOGY AND PROCEDURES

This chapter presents the research method used, the respondents of the

study, the instrument to be utilized, preparation and validation of the questionnaires,

procedures in gathering data, and the statistical methods to be applied in analyzing

and interpreting the data gathered.

Research Design
 The study made use of a descriptive correlational research design in order to

attain its objectives. Descriptive method proceeds to describe certain phenomena.

For this reason, some authorities in research describe it to be “fact finding” or

“information gathering” with analytical interpretations.

The descriptive-correlation method of research Descriptive method was used

in the present study to be able to find the new truth about the demographic profile of

the respondents (teachers). According to Zulueta and Costales (2017) cited that

correlation research could be applied to determine the relationship or association of

variables not necessarily in terms of cause and effect.

This method to gather facts about the current situations. This method served

as a way to describe the nature of the existing conditions. As it exists in the natural

setting questionnaire employed to collect perceptions from the respondents,

specifically, regarding the job commitment of the teacher of Bay District.

36

Respondents of the Study

The respondents of the study involved two hundred thirty eight teachers Bay

Districts, Division of Laguna. The thirteen (13) elementary schools in Bay District as

the venue of this, the Bay district included in elementary schools are located in Bay,

Laguna namely: Bitin Elementary School, Sta. Cruz Elementary School, Masaya

Elementary School, Tranca Elementary School, Paciano Elementary School, Puypuy

Elementary School, Sto. Domingo Elementary School, Kabaritan Elementary School,

Maitim Elementary School, San Antonio Elementary School, San Isidro Elementary

School, Tagumpay Elementary School, and Calo Elementary School

 The data are presented in Table A. These teachers were identified by

contacting principals throughout the Bay Districts through e-mail. The e-mail asked

principals to forward a request for teachers in their job commitment. On determining

the importance of aspects stimulating job commitment.

The map where the study was conducted is shown in Figure 2 and 3.

37

TABLE A
DISTRIBUTION OF RESPONDENTS

Name of School Total Number of Respondents

1. Bitin Elementary School 34

2. Calo Elementary School 22

3. Kabaritan Elementary School 16

4. Maitim Elementary School 14

5. Masaya Elementary School 22

6. Paciano Rizal Elementary School 15

7. Puypuy Elementary School 15

8. San Antonio Elementary School 20

9. San Isidro Elementary School 14

10. Sta. Cruz Elementary School 17

11. Sto. Domingo Elementary School 21

12. Tagumpay Elementary School 14

13. Tranca Elementary School 14

TOTAL 238

38

List of Figures
Map of District of Bay, Division of Laguna
 39

Locale of the study

                The study was conducted in the Division of Laguna, District of Bay, it

involved the participation of 13 Elementary Schools.

Research Instrument

This research will employ descriptive quantitative methodology. The data

collection was conducted through a survey method and was administered to the

respondent without any manipulation on the subject. A cross sectional an approach

was used to get the data.

 The researcher relied on the questionnaire using Likert scale and asked via

float of the questionnaire through the proper acknowledgement of the author to

gather information specifically the profile and teaching approaches teachers.

The first set of variables includes the personal profile of the respondents
40
includes: sex, training, position, educational attainment, and length in service.

The data and information needed to answer the problem in this study were

solicited using the questionnaire on work motivation, part 2 made by Carabio (2018)

and organizational commitment on part 3. Part 2 contained the different School

practices on work motivation. All items were scored using the scales that ranged

from 1 to 5 which five (5) was the highest and one (1) was the lowest. Out of them,

five (5) will be categorized under security aspect, five (5) for working condition, five

(5) for social aspect, five (5) for job description, five (5) for

achievement/responsibility and five (5) for professional and personal upliftment. Part

3 was made up of statements about the teacher's commitment. It consisted of fifteen

(15) items, five (5) items, for affective, five (5) items for continuance and five (5)

items for normative. This part was scored using the scale that ranged from 1 to 5;

one (1) was the lowest and five (5) was the highest.

Validity of the Questionnaires

Test validity is the ability of a test to measure what it is supposed to measure.

The purpose of the test must be absolutely clear. The researcher sought to

determine the importance of aspects stimulating job commitment among public

elementary school – teachers.

 The devised questionnaire composing of items taken from books several

thesis and dissertation topics found relevant to the present study. Through the

help of an adviser and the three experts in the field, all items were checked. All the

comments and suggestions were given consideration until the final data of the

instruments was completed. The suggestions focused on the status of its

construction, grammar, purpose, and the direction of the study.

Reliability of the Instrument

The researcher instrument underwent content validation by the help of the

adviser and three experts in the field, upon completion of the survey, they will be

asked for their written and/or verbal feedback evaluating the clarity and

appropriateness of each survey question. In addition, the participants will be asked

to provide any other comments they had which would further refine the research

instrument. The draft questionnaire will be conducted to the field to establish its
41
reliability status.

The research underwent a trial reliability test through distribution to 10

Mathematics Intermediate teachers which are not included in this study. They were

requested to fill up the google form questionnaire for reliability purposes only. The

result of the trial run was analyzed and interpreted by Statistical Packages in Social

Sciences (SPSS) Cronbach’s Alpha was used to get the reliability statistics of the

questionnaires. The result of the trial run was satisfactory, considering a coefficient

of reliability higher than the set standard at 0.176 to the 45 items questions shows a

high reliability.

Validity of Instrument
 The questionnaire by Carabio (2018) for motivational factors and work

commitment by Seatriz (2018) were used as the data-gathering instrument in this

study. The researcher modified further the instrument to sight the locale of the study

and the intended respondents. The 5-point scale was used to determine the work

motivation of the teachers and the 5-point scale to determine their organizational

commitment.

Data Gathering Procedure

The data gathered in the study were from the teacher-respondents in San

Pedro Central Elementary School located at San Pedro, Sto. Tomas Batangas.

Whereas the respondents are not the real respondents of the study. The

questionnaire was given to 10 teachers in San Pedro Elementary School using

google forms

after one-week same teacher-respondents were used. The gathered data was

then used to test if it is reliable.

42

Statistical Treatment of Data

The author created a questionnaire and distributed it to the respondents to

gather and evaluate the questions posted on the statement of the problem. This is

done for efficiency and clarity of the data gathered. The formula used for gaining

percentage from the respondent’s evaluation result depicted below.

For SOP 1 , 2 and 4
For the Average/Mean the formula is used.
X= (f x s)
N
Where x = sample mean
N = number of cases
f = frequency

For Percentage

P = ( n / N ) x 100%

Where P = percentage
n = number of respondents in the group
N = number of total respondents

For SOP 3

For Significant Difference, this formula is used.

X2 = { Σ [ (fo – fe )]2 / fe

Where X2 = chi – square

fo = observed frequency

fe = expected frequency
43

For SOP 5

For Significant Relationship the following formula is to be used. Pearson R of

Correlation

NΣxy – ( Σx Σy)
r= √ [NΣx2 – (Σx) ] [NΣy
2 2
– (Σy)2]

Where N = number of pairs of score

Σxy = sum of the products of paired scores

Σx = sum of x scores

Σy = sum of y scores

Σx2 = sum of the squared x score

Σy2 = sum of the squared y score

 44

BIBLIOGRAPHY
 45

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Reyes, Rosario (2019) – “Factors Affecting Job Satisfactory and

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 48

APPENDICES
 49

APPENDICES

Republic of the Philippines

Tanauan Institute
Tanauan City, Batangas

NELIA P. MANANGUIT, Ed. D.

Professor
Tanauan Institute
Tanauan City

Madame:

I am a student at Tanauan Institute taking up Master of Arts in Education

Major in Administration and Supervision. At present, I am working on my thesis
writing entitled, “IMPACT OF MOTHER TONGUE-BASED MULTILINGUAL
EDUCATION (MTB-MLE) TO THE PERFORMANCE OF THE INTERMEDIATE
PUPILS IN MATHEMATICS AT BAY AND ALAMINOS DISTRICTS: BASIS FOR A
PROPOSED ACTION PLAN”.

With this, I am humbly requesting your knowledge and expertise in analyzing

and validating my survey questionnaire as a guide to continue pursuing this study.
Your extension of help in improving my research instrument will be a great help and
will be much appreciated. 

I am looking forward to work with someone whom I know will contribute a lot
in my professional growth as a researcher. Thank you so much for your favorable
consideration and preferential attention.

Yours sincerely,

JOHN ERROLL O. GESMUNDO

         Researcher

Validated by:

NELIA P. MANANGUIT, Ed. D.       

   Professor
 50

Republic of the Philippines

Department of Education
Schools Division of Laguna

MAARITES A. IBAÑEZ, CESO V

Schools Division Superintendent
Division of Laguna

SIR/MADAM:

Greetings in the most precious name of our Lord Jesus Christ.

I am a graduate school student of Tanauan Institute and is in the process of finishing
my master’s thesis entitled “IMPORTANCE OF ASPECTS STIMULATING JOB
COMMITMENT AMONG PUBLIC ELEMENTARY SCHOOL - TEACHERS IN BAY
DISTRICT: BASIS FOR AN ACTION PLAN”
Likewise, I am also requesting from your good office to allow me to administer
research questionnaires to the public teachers in this division who are the subject
respondents of my study.

I hope that this request will merit your kind consideration and favorable
approval.

Very truly yours,

JOHN ERROLL O. GESMUNDO

Researcher

Recommending Approval:

NELIA P. MANANGUIT, Ed. D.

Dean of Graduate Studies

Approved:

MAARITES A. IBAÑEZ, CESO V

Schools Division Superintendent
Division of Laguna
 51

Republic of the Philippines

Department of Education
Schools Division of Laguna

PRIMA CECILIA S. ILAGAN

Public Schools Bay District Supervisor
Division of Laguna

SIR/MADAM:

Greetings in the most precious name of our Lord Jesus Christ.

I am a graduate school student of Tanauan Institute and is in the process of finishing
my master’s thesis entitled “IMPORTANCE OF ASPECTS STIMULATING JOB
COMMITMENT AMONG PUBLIC ELEMENTARY SCHOOL - TEACHERS IN BAY
DISTRICT: BASIS FOR AN ACTION PLAN”
Likewise, I am also requesting from your good office to allow me to administer
research questionnaires to the public teachers in this division who are the subject
respondents of my study.

I hope that this request will merit your kind consideration and favorable
approval.

Very truly yours,

JOHN ERROLL O. GESMUNDO

Researcher
Recommending Approval:

NELIA P. MANANGUIT, Ed. D.

Dean of Graduate Studies

Approved:

PRIMA CECILIA S. ILAGAN

Schools Division Superintendent
Division of Laguna
 52

APPENDIXES B

IMPORTANCE OF ASPECTS STIMULATING JOB COMMITMENT AMONG

PUBLIC ELEMENTARY SCHOOL - TEACHERS IN BAY DISTRICT: BASIS FOR
AN ACTION PLAN

QUESTIONAIRE FOR TEACHERS

Part I: Background Information

Please fill up the information needed on the blanks or spaces provided for.
Your responses will be used as basis for the realization of the present endeavor.
All responses here will be strictly kept on confidential basis.

NAME: (Optional)

SCHOOL:

1.1 Sex
____ Male _____ Female

1.2 Age
___ 20-30 ____ 31-40 ____ 41-50 _____ 51-60 ___ 61 above

1.3 Civil Status

_____ single _____ married
_____ widower _____ single parent

1.4 Teaching Experience

_____ 1-10 years _____ 31-40years
_____ 11-20 years _____ 41 years above
_____ 21-30 years

1.5 Highest Educational Attainment

_____ Ph. D / Ed. D _____ BSED / BEED and with MA Units
_____ MA with Ph. D Units
 53
_____ MA Degree

QUESTIONAIRE FOR TEACHERS

Part II: Work Stimulation

Direction: Below are some aspects commonly found to stimulate teachers to its
dedication. Using this scale below, kindly check the column that corresponds to your
perception.

4 – Very Important (VI)

3 – Important (I)
2 – Moderate Important (MI)
1 – Less Important (LI)

A. Security Aspect 4 3 2 1
VI I MI LI
1. Fairness in dealing with teachers
2. Grievance committee is assigned to look into teachers’ problem
3. Administration is supportive regarding teachers’ needs and
welfare
4. There are training opportunities for teachers to free from anxiety
5. Teaching job is stable and trouble free

B. Working Condition 4 3 2 1
VI I MI LI
1. Working climate is democratic and stress free
2. Harmonious relationship is observed
3. Safe working environment
4. Technical assistance in all aspects is given
5. Adequate facilities are provided
 54

C. Social Aspect 4 3 2 1
VI I MI LI
1. Seniority and tenure is highly respected among teachers
2. Meetings are conducted to enrich social contact among
teachers
3. Teachers work as a team to achieve positive result
4. Equality and fair treatment is evident among teachers
5. Social activities are geared towards teachers professional
development

D. Job Description 2
4 3 1
M
VI I LI
I
1. Job description is clear to teachers
2. Teachers are recognized as part of the group
3. Delegation of the authority is balanced
4. Administrators open channel of communications
5. Relationship of trust is built

E. Achievement / Responsibility 2
4 3 1
M
VI I LI
I
1. Solely responsible for our job
2. Recognition of teachers’ effort and good performance is
observed
3. Accountability for one’s work is observed
4. Performances are made basis for determining achievement of
teachers
5. Varied opportunities are given to teachers

F. Professional and Personal Upliftment 2

4 3 1
M
VI I LI
I
1. Teacher are sent to seminars and trainings for advancement
2. Teachers are involved in planning
3. Teachers get rewards they deserve
4. Praise and encouragement are used by administrators to
recognize worth of teachers
 5. School heads encourage teachers to attend post graduate
studies
55

QUESTIONAIRE FOR TEACHERS

Part III: Organizational Commitment

Direction: This planning is statement regarding teachers’ adherence to their work as

teachers and to their school by using the types of organizational commitment.
Teachers may vary in their level of adherence to their field of teaching in its own
dedication. Some are strongly committed while others are not. Read each statement
carefully then check the column with the statement which you believe would best
indicate our level of commitment on your work as a teacher to your school, based on
the following scale. Please do not leave any item unanswered.

4 – Strongly Agree (SA)

3 – Agree (A)
2 – Moderately Agree (MA)
1 – Less Agree (LA)

A. Affective 4 3 2 1
SA A MA LA
1. I am very happy to keep membership with this school
independently
2. I enjoy discussing our school and work as a teacher with people
outside of it
3. I feel, I easily become attached to another school / organization
as I am to our school / organization
4. I really feel as if our school / organization’s problem as my own
5. I enjoy teaching my pupils

B. Continuance 4 3 2 1
SA A MA LA
1. Job much in my life would be disrupted if I decided to leave our
school
2. It would be easy for me to leave our school right now if I wanted
to
3. Right now, staying with the school is a matter of necessity much
 I desired
4. I am very happy to see my pupils succeed in their study
5. I always see to it that my pupils learn something in my class 56

C. Normative 4 3 2 1
SA A MA LA
1. If I got offers to transfer to other agencies, I would not feel I am
right to leave our school; and quit for teaching
2. I believe that teachers these days want to quit teaching and
move to another agencies
3. I learned to believe in the value of remaining loyal to the school
4. I believe that I am a part in the attainment of our school’s goal
and objectives
5. I feel responsible in upholding the standards and ideas for our
school
 57

CURRICULUM VITAE

PERSONAL DATA
Name John Erroll O. Gesmundo
Date of Birth November 10, 1992
Place of Birth San Pablo City Laguna
Civil Status Single
Father Ramon H. Gesmundo
Mother Leonila M. Olipernes

EDUCATIONAL BACKGROUND
Post Graduate Tanauan Institute
Tanauan City, Batangas
Master of Arts in Education
Major in Educational Administration and
Supervision

Tertiary Marcelino Fule Memorial College

Bachelor of Elementary Education
2013
Secondary San Jose National High School
San Jose, Sto. Tomas, Batangas
2009
Elementary San Jose Elementary School
 San Jose, Sto. Tomas, Batangas
59
2004

ELIGIBILITY
Board for Professional Teachers – November 2014

WORK EXPERIENCES
January 2016 to present Bitin Elementary School
Bitin, Bay, Laguna

July 2015 to Dec. 2015 Paciano Rizal Elementary School

Paciano, Bay, Laguna

SEMINARS/TRAININGS ATTENDED

 District Online Orientation on the Guidelines on the Implementation of

RPMS/IPCRF for Teachers for School Year 2020-2021
 GAD 2020: "Embracing the New Normal Through Empowering"

 "Mathematics in Pandemic, Making it More Fun and Interactive"

 District Virtual Reorientation on DepEd Order No.31 S. 2020(Interim

Policy Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan

 10th-day Webinar Series on the National Drug Education Prevention

(NDEP) for 2020
 60
 Capability Building for Teachers and School Leaders Focused on the
Development and Utilization of I.D.E.A Lesson Exemplar
 District Online Training on the Utilization of G-Suite Education for
Grades 4-12 Teachers (Batch 1)

 District Virtual Kick-Off of Joint 2020 Brigada Eskwela and Oplan Balik
Eskwela
 District Roll-Out :Online Orientation on the Preparation of IDEA Lesson
Exemplar
 Division Online Orientation on the Preparation of IDEA Lesson Exemplar

 ADM MAPEH Writers, Evaluators and Illustrators : Training on

Redevelopment/Development of ADM MODULES
 Division Consultative Meeting in MAPEH in the Adjustment Plans Across
Learning Areas/Circular Program
 Division Comprehensive Sexuality Education Online Training
 District Roll-Out on Comprehensive Sexuality Education for Teacher
and Learning Leaders
 Webinar Training on the Use & Curation of Open Educational Resources
(Proficiency Program)
 Webinar Training bout Autodesk And Adobe Photoshop For Beginners

 PASATAF: IKa-7 Kongreso ng CALABARZON PAZATAP - Wika ng

Kasaysayan, Kasaysayan ng Wika

 Division Visual Arts and Rondalla Workshop for MAPEH Teacher

 Regional Training on Rondalla For Music Teachers: Training Center

 Crash Course: PAGSULAT NG KWENTONG PAMBATA

 Division Refresher Course for Officials and Coaches

 SOLVE Emerging Diseases in the Time of Covid-19mPandemic Through

EcoHealth-based Research and Policy

 Redesigning Classroom Based Lesson For Online Learning

 Embracing a New-Normal in Early Childhood Education (ECE) and
 61
Parenting.

 Employing Research-Based Pedagogies the Easy Way - National

Webinar Series with CPD

 Nourishing the Whole Child, Building the Nation

 Division Writers of P-I-V-O-T 4A I-D-E-A Lesson Exemplar in MAPEH

 Division Online Training In Art Education “ALAB-SINING, ALAY-SIGLA”

 Virtual In-Service Training For Public School Teachers – (ICTS-EdTech)