Teacher’s Commitment, Work Engagement, and Work Performance: A Basis for Intervention Plan

Abstract

This study examined teachers' organizational commitment, work engagement, and work performance in the Green Meadows and Hillside Cluster of the Alcala East District for School Year 2025–2026. Specifically, it determined the levels of commitment, engagement, and performance; examined their relationship with teachers' demographic profiles; identified issues and concerns encountered by teachers; and analyzed the mediating role of work engagement between commitment and performance. A descriptive-quantitative research design was employed, involving 93 teacher-respondents selected through total enumeration. Data were collected using a structured survey questionnaire based on standardized instruments and were analyzed using frequency, percentage, weighted mean, Chi-square test, Cramer's V, and mediation analysis.

Findings revealed that teachers demonstrated high levels of organizational commitment, work engagement, and work performance. There was no significant relationship between teachers' commitment and most profile variables, while work engagement and work performance showed limited significant relationships with selected profile variables. Moreover, work engagement significantly mediated the relationship between commitment and performance, indicating that teachers' engagement plays a crucial role in translating commitment into effective performance. Teachers also reported challenges such as heavy workload, limited resources, diverse learner needs, and limited access to professional development.

The study concludes that while teachers are highly committed and capable, strengthening work engagement is essential to sustain and enhance their performance. It is recommended that schools implement targeted intervention programs focusing on teacher support, professional development, and work-life balance to improve overall teacher effectiveness.