Private School Teachers’ Organizational Commitment

Abstract

This descriptive study determined the extent of organizational commitment among private school teachers in a Division in Negros Island Region for School Year 2025–2026, as a basis for a capability-building plan. Data were collected from 96 purposively sampled teacher-respondents via a standardized survey questionnaire. The results revealed that the level of teachers' organizational commitment across all three dimensions was rated at a high level, with affective commitment recording the highest mean, followed by normative and continuance commitment. Inferential analysis that followed revealed that average family monthly income yielded a statistically significant difference in normative commitment, while highest educational attainment yielded a statistically significant difference in affective commitment. No other significant differences were found across the remaining demographic variables. The study concludes that private school teachers' organizational commitment is generally high and broadly consistent across most personal and socio-economic backgrounds, with income and educational attainment emerging as the two factors meaningfully shaping specific dimensions of that commitment. Based on these findings, a capability-building plan is proposed to sustain and strengthen teachers' organizational commitment, with particular attention to reinforcing institutional benefits and fostering emotional and professional belonging across all teacher subgroups.