Young professors can then relate to their students since the age gap is not that wide. The former can understand and empathize with the psycho-social needs of the college students. Innovativeness, idealism, zest and energy are just some of the remarkable traits that may be found among young teachers which could contribute in fostering a conducive learning atmosphere.
Table 1: Distribution of the College Teachers by Age. Table 2 presents the frequency and percentage distribution of teacher-respondents based on gender. As can be seen from the table, there is a slight difference in number between male and female teachers, in which, 46 or The figures revealed that the inclination of females to engage in teaching is very negligible.
This indicates that there is no gender preference in the teaching career, hence, becomes attractive for both sexes. It is interesting to note that the findings of this study outlived the age-old notion that teaching is a female-dominated profession, is therefore a breakthrough. Regardless of gender, teaching is an acceptable profession that is given due regard as an occupation. Table 2: Distribution of College Teachers by Gender.
Table 3 indicates that 58 out of 89 or It is noted that majority of the teacher-respondents are single. Teaching is truly a noble profession for it requires enormous time for the updating of syllabus, preparation of lecture, checking of papers, computation of grades, and other related class activities. Hence, being single is an advantage to address the myriad demands of the profession. Table 4 showed that 5 out of 89 or 5. It revealed that majority of the teachers are engaged in graduate studies. The figures clearly illustrate the teacher- respondents give high regard to advance studies, and this is a remarkable findings for such endeavor would enhance the quality of instruction.
However, the minimal number of doctoral holders is a manifestation of less priority given by the teacher-respondents to pursue post-graduate studies.
Table 5 revealed that 35 or The figures indicate the financial stature of the teachers. The PROTECH or professional-technical, as commonly called in the academic parlance, are those who passed the national licensure or bar examination for certified public accountant, engineers, and lawyers. For those who are employed, these professionals usually receive a salary bracket of Php 30, to Php ,, however, for private practice, the earning ranges from Php 70, to Php , as confirmed by an interview with some PROTECH professionals.
Table 5: Distribution of College Teachers by Salary. It can be noted that majority of the teachers are just starting from their careers in their respective schools. It seems teaching is either their first job or still new in the educational arena. A small percentage of the teacher-respondents opt to stay long,.
Table 7 showed the frequency distribution and percentage of the college teachers based on the number of years rendered in other schools. It can be noted that majority of the teachers started their teaching careers in their current schools. Seldom the teacher-respondents are engaged in transferring from one school to another. This exhibits the sense of loyalty and dedication of the teachers on their first school of employment.
It can also deduce that most of the teachers are still new in the teaching profession, consequently, the necessary competence and credibility being established through years of experience may be put into questioned. The job related profile consists of the benefits, incentives and job satisfaction of the college teachers, in which, the following are its frequency distribution and percentages presented in tables: Table 8 illustrated that These figures revealed that most of the school-employers provide limited benefits to their teachers.
It can be gleaned that teachers are not enjoying ample benefits. Table 8: Distribution of College Teachers by Benefits. Table 9 showed that This shows that Considering the voluminous workload, yet the teacher-respondents receive less than three incentives like the outstanding teacher award, scholarship grant and sabbatical leave. It appears that the teachers thrive on a challenging and demanding career yet devoid in financial gains.
Table 9: Distribution of College Teachers by Incentives. Table 10 presents the distribution and descriptive measures of the job satisfaction of the teacher-respondents. The data revealed that teacher-respondents have high value on job satisfaction as shown by the grand mean of 3. The mean values fall within the range of 2. This indicates that the teacher-respondents have high commitment on this category.
This means that the college teachers find their work as a source of satisfaction and their teaching skills are being tapped by the school. The figures indicate the high value given to the nature of the work ascribed to the teaching profession. The inner dynamics that interplay between the learned and learner outwardly pose a significant influence to find meaning and essence to stay put in the profession regardless of the countless self-denials and sacrifices required from the teachers.
As stated in Expectancy theory of Victor Vroom, employees performance is based on individuals factors such as personality, skills, knowledge, experience and ability. A positive correlation exists between efforts and performance. Adams Equity theory affirms the importance of creating a balance between input and output. Output variables typically include financial rewards and intangibles like recognition, reputation, responsibility, sense of achievement, praise, stimulus, sense of advancement and job security. Table 11 reflects the distribution and descriptive measures of the organizational commitment of the college teachers.
While item 14 with a mean of 2. It can be noted that then grand mean of 3. A clear manifestation of the inner desire not only to satisfy personal interest, rather the willingness to help the school to provide quality of teaching instruction. To conceive a common goal between the school administrations and teachers is an ideal undertaking which could bring forth remarkable results. This is further exemplified with the findings that the teachers are proud of their respective departments.
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Table 12 indicates that there is no correlation between personal factors and organizational commitment, as can be seen from the Pearson correlation matrix. The statistical analysis shows that the tabular value of 0. The age, gender and civil status of the teacher-respondents are not predictors of organizational commitment.
Interestingly, it appears that there are influential and significant variables other than the personal factors that highly regarded by the teachers. Table 13 presents the correlation between the professional factors and organizational commitment. The statistical analysis shows that the computed r value for the number of year in current school These theories are relevant to the results of this study.
Interestingly, the salaries being received by the teachers are not correlated to organizational commitment. The granting of good pay to teachers are not predictors of organizational commitment, apparently, there are other important variables that are significantly influential. Further, the length of teaching service either in the current or other schools are not predictors of organizational commitment.
This means that the teachers are not particular on how long they will stay in a certain school to pledge commitment. Regardless of the number of years being rendered, whether the teacher-respondents are newly-hired or senior in status, what matter most is their educational attainment so as to effect organizational commitment. Educational attainment may be equated as a higher level need as posited by Abraham Maslow and as a source of advancement and recognition for Frederick Herzberg.
These theories elucidated the value of these higher order needs to ensure satisfaction and motivation among workers. Hence, this a remarkable validation that educational attainment is a predictor of organizational commitment. There is apparently no significant relationship between benefits and school commitment as clearly shown with the tabula -value of. The findings of this study was supported by the research conducted by Cote, S wherein there is a relatively strong correlation between the job satisfaction and job commitment. The higher the level of job satisfaction leads to higher level of organizational commitment.
He further noted that satisfied employees tend to be more loyal to their organization. Benefits as a job related factor is not a predictor of organizational commitment, while incentives is slightly significant.
This means that the teacher-respondents give less regard on benefits but considered incentives as necessary. Considering benefits are mandated by law, then these are already conceive as part of the basic pay. While incentives are given by management to serve as a reward to further boost commitment as manifested on various dimensions like competence in teaching, performance, perfect attendance, prompt submission of report of grades, attendance to meetings, and the like. Keywords faculty members, commitment Introduction Employees are one of the most important determinants and leading factors that determine the success of an organization in a highly volatile work environment.
Statement of the Problem The general problem of the study is: How do various factors affect the organizational commitment of the public and private school teachers in Guagua, Pampanga? Specifically, this study sought to answer the following: a What is the profile of the public and private school teachers in Guagua, Pampanga in terms of: i Personal factors Age Gender Civil Status? Professional Factors Educational Attainment Length of teaching in the current school Length of Teaching in other school s iii.
Methodology This chapter presents the method of research employed in the study, the sources of data, the sample, the instruments for gathering data and validation, the data gathering procedure and the data processing and statistical treatment. Methods and Techniques of the Study The descriptive method of research is used to determine the predictors of organizational commitment of the college teachers in selected schools in Pampanga.
Population and Sample of the Study The research investigation was designed to gather the needed data on the personal, professional and job related profiles of the college teachers. Research Instrument Data gathering is the process by which relevant information and facts are brought together as the basis in arriving at the desired result of the study. Data Gathering Procedure Consent from the respondents was secured to enable the researcher to conduct an academic undertaking on the predictors of organizational commitment of the college teachers in selected schools in Pampanga.
Data Processing and Statistical Treatment The accomplished questionnaires were collated and processed through the use of descriptive statistics, that of, frequency distribution, percentage, mean and standard deviation.
The descriptive equivalent provided a verbal interpretation of the mean scores so as to identify the level of commitment, to wit: Mean Descriptive Equivalent 4. A small percentage of the teacher-respondents opt to stay long, hence, it can be inferred that teaching is not an attractive life-long career for them.
References Angle, H. Administrative Science Quarterly, 26, Angle, H. Work and Occupations, 10, Bateman, T. Academy of Management Journal, 21, Baugh, S. Blau, G. Journal of Management, 15, 1, Bolon, D. Buchanan, B. Administrative Science Quarterly, Buchanan, Bruce, II. Public Administration Review, 34, Chatman, J. Administrative Science Quarterly, 36, Cohen, A.
Career stage as a moderator of the relationships between organizational commitment and its outcomes: A meta-analysis.