RESULTS

TABLE 2-LEVEL OF ORGANIZATIONAL COMMITMENT

Table shows the level of organizational commitment of teachers was high in
terms of affective, continuance, and normative commitment scale.
 The level of organizational commitment was high in terms of affective
commitment scale as shown in the mean of 4.0. It indicates a strong
emotional attachment and identification with the organization among its
members.
 With regards with continuance commitment scale, the level of
organizational commitment was high as reflected in the total mean of 3.5.
It suggests that employees are primarily motivated to stay with the
organization due to the perceived costs associated with leaving rather
than a strong emotional attachment.
 In connection with normative commitment scale, the level of organizational
commitment was high as shown in the mean of 3.9, described as strongly
agree. It reflects employees' adherence to the perceived moral or ethical
obligations to remain with the organization.
TABLE 3- LEVEL OF WORK MOTIVATION
Data revealed that the level of work motivation was high in terms of interpersonal
relationship with administrators, sense of achievement, and responsibility, while
moderately agree in terms of working conditions.

 The level of work motivation with regards with interpersonal relationship with
administrators was high as shown in the mean score of 3.7. It is characterized by
an environment where open communication, mutual respect, and collaboration
flourish.

 In line with sense of achievement, the level of work motivation was high as
reflected in the total mean of 3.9 which is described as strongly agree.

 With regards with working conditions, the level of work motivation was
moderately high as shown in the total mean of 3.4. It encompasses several key
factors that contribute to a satisfactory and conducive work environment.

 In terms of responsibility, the level of work motivation was high as reflected in the
mean of 3.7, described as strong agree
TABLE 4- LEVEL OF TEACHER’S WELL-BEING
Data shows that the level of well-being was high in terms of capacity concentrate at
work, self-efficacy, job satisfaction, purposefulness, and teacher-learner relation.
 The level of well-being was high in terms of capacity concentrate at work as
shown in the mean of 3.8, which described as strongly agree.
 In line with self-efficacy, the level of well-being was high as reflected in the total
mean of 3.8.
 With regards with job satisfaction, the level of well-being was high as shown in
the mean of 3.7
 In terms of purposefulness, the level of well-being was high as reflected in the
mean of 3.8.
 In connection with teacher-learner relation, the level of well-being was high as shown in
the total mean of 3.8, described as strongly agree.

TABLE - The Significant Relationship Between Organizational Commitment and

Teachers’ Well-Being

It was found out that when the level of organizational commitment and teachers’
well-being was tested, the data were tested at the Alpha level of .05 with a df of 90. The
table shows that the computed Pearson’s Product Moment Coefficient of Correlation
value was 0.78. It was more significant than the tabular value of .200. Which led to the
rejection of the null hypothesis. The level of organizational commitment significantly
influenced teachers’ well-being.

It was found out that when the level of work motivation and teachers’ well-being
was tested, the data were tested at the Alpha level of .05 with a df of 90. The table
shows that the computed Pearson’s Product Moment Coefficient of Correlation value
was 0.80. It was more significant than the tabular value of .200. Which led to the
rejection of the null hypothesis. The level of work motivation significantly influenced
teachers’ well-being.

Table 8 presents the domain of organizational commitment and work motivation

significantly predicts the teachers’ well-being. Since the probability value is p <0.05. R 2
value of .804 implies that 80.4% of the organizational commitment and work motivation
best predict teachers’ well-being, while other factors influenced the remaining 19.96%. It
revealed that the t-values of affective, continuance and normative commitment scale
were 2.20, 1.102, and 1. 031, respectively. Further, it revealed that the t-values of work
motivation in terms of career satisfaction, perceived administrative support, adapting to
job-related stress, and attitudes towards learners were .202, .21, .198,
and .688respectively.
Therefore, among the four domains of organizational commitment, the best
domain that significantly predicted the teacher’s organizational commitment was
continuance commitment scale with p=.003. The best domain that significantly predicted
the well-being of teachers in terms of work motivation was attitudes towards students
with coefficient of 3.60 and p= .003, which was lesser than 0.05 significance level.

Discussion
LEVEL OF ORGANIZATIONAL COMMITMENT

The level of organizational commitment of teachers was high in terms of

affective, continuance, and normative commitment scale.

A high level of affective commitment indicates that teachers gauge sentiments

such as loyalty, personal investment, and emotional attachment to the organization. The

responses to these statements offer insights into the degree to which individuals feel

connected to their workplace, view its challenges as their own, and perceive it as a

significant aspect of their personal and professional lives.

A high level of continuance commitment indicates teachers assess factors such

as the perceived difficulty of leaving the organization, the disruption leaving would
cause to one's life, and the sense of necessity in staying with the job. Additionally, the
statements explore the perceived scarcity of alternatives and the personal sacrifices
that would be required to leave the organization.
A high level of normative commitment means that teachers gauge sentiments such as

feeling indebted to the organization, experiencing guilt or moral conflict about the idea of

leaving, and perceiving a sense of obligation to stay despite potential personal benefits

elsewhere. Overall, these statements provide insights into the moral and ethical

considerations that influence individuals' commitment to their organization beyond

practical or emotional factors.

The Level of Work Motivation

The level of work motivation was high in terms of interpersonal relationship with

administrators, sense of achievement, and responsibility, while moderately agree in

terms of working conditions.

A high level of interpersonal relationship with administrators means that teachers

assess factors such as the frequency and meaningfulness of interactions, the comfort

level in approaching administrators with concerns or ideas, and the extent to which

administrators actively seek input and feedback from teachers. Additionally, the

statements measure the clarity and transparency of communication channels between

teachers and administrators.

A high level of sense of achievement means that teachers gauge factors such as

the sense of personal accomplishment derived from teaching, the belief in ongoing

professional development, and the perception of recognition from administrators for

contributions to the school and students. Additionally, the statements measure the

perceived impact of teaching on student academic performance and well-being, as well

as the level of engagement in seeking opportunities for professional advancement.

A high level of responsibility means that teachers assess elements such as the

physical environment of the classroom, the availability and functionality of technology,

administrative support for addressing challenges, opportunities for collaboration with

colleagues, and the manageability of workload. Overall, these statements provide

insights into the infrastructure, resources, and support systems within the educational

institution, highlighting their importance in facilitating effective teaching and promoting

teacher satisfaction and well-being.

A moderately high working conditions means that teachers y gauge factors such

as the commitment to the academic progress and well-being of students, active

participation in collaborative efforts with colleagues, taking initiative in professional

development, feeling supported in meeting administrative requirements, and fostering

positive relationships with parents and the community.

The Level of Well-Being

The level of well-being was high in terms of capacity concentrate at work, self-

efficacy, job satisfaction, purposefulness, and teacher-learner relation.

A high level of capacity concentrate at work indicates that teachers assess

experiences such as ease in contemplating complex ideas, accelerated thinking, lack of

distractions, ease of concentration, and feelings of focus. Overall, these statements

provide insights into individuals' cognitive abilities and mental states, highlighting their

capacity for clear thinking, focused attention, and efficient cognitive processing.

A high level of self-efficacy indicates that teachers encompass skills such as

calming disruptive behavior, providing alternative explanations to aid understanding,

motivating students who lack interest in schoolwork, instilling confidence in students'

abilities to succeed academically, and fostering a positive attitude towards learning.

Overall, these statements emphasize the crucial role of teachers in creating a

supportive and engaging learning environment, where students feel valued, motivated,

and empowered to achieve their academic goals.

A high level of job satisfaction indicates that teachers gauge factors such as the

balance between advantages and disadvantages of being a teacher, whether individuals

would choose the profession again if given the chance, feelings of regret or satisfaction

regarding their career choice, and overall satisfaction with their performance in their

current school. Overall, these statements provide insights into teachers' attitudes

towards their profession and their level of contentment with their career decisions and

performance.
 A high level of purposefulness indicates that teachers assess factors such as

having a clear sense of direction and purpose, feelings of significance and satisfaction

in daily activities, enjoyment in making future work plans, and occasional feelings of

monotony or repetition in work tasks. Overall, these statements provide insights into

individuals' levels of motivation, satisfaction, and sense of meaning in their professional

endeavors.

A high level of teacher-learner relation indicates that teachers encompass

sentiments such as sincere care for students' progress, concern for their well-being,

enjoyment in teaching, perception of students' respect, excitement at the prospect of

teaching them again, and involvement in students' lives beyond academics, such as

sharing meals and celebrating their successes.