ORGANIZATIONAL COMMITMENT AND INSTRUCTIONAL COMPETENCE OF PUBLIC ELEMENTARY SCHOOL TEACHERS IN THE DIVISION OF TAGUIG CITY AND PATEROS

This study examined the relationship between teachers’ organizational commitment and instructional competence in selected public elementary schools in the Division of Taguig City and Pateros during the school year 2025–2026. Anchored on Meyer and Allen’s Three-Component Model of Organizational Commitment and the Philippine Professional Standards for Teachers (PPST), the study determined whether teachers’ organizational commitment was significantly related to their instructional competence.
A quantitative descriptive-correlational research design was employed. The study involved 218 purposively selected teachers from Maharlika Integrated School, Tenement Elementary School, and Silangan Elementary School. Data were gathered through validated survey questionnaires adapted from Meyer and Allen’s Organizational Commitment Scale and PPST-based indicators of instructional competence. Frequency, percentage, weighted mean, and statistical tests of relationship were used to analyze the data.
Findings revealed a high level of organizational commitment among teachers, with affective commitment obtaining the highest mean (M = 3.73), followed by normative commitment (M = 3.56), while continuance commitment was moderately high (M = 3.43). Teachers also demonstrated high instructional competence across the PPST domains, with personal growth and professional development obtaining the highest mean (M = 3.82). A significant moderate positive relationship was found between organizational commitment and instructional competence (p = 0.000), indicating that teachers with stronger organizational commitment tended to demonstrate higher instructional competence.
The study concludes that strengthening teachers’ organizational commitment may contribute to improved instructional competence and professional effectiveness. The findings emphasize the importance of supportive leadership, targeted professional development, and inclusive school policies in fostering teacher commitment and improving educational outcomes.