Diversity Climate and Affective Commitment of Teachers in Tertiary Schools

Abstract

Commitment as an important factor in any school organization spells thedifference between success and failure in any educational undertaking. Teachers’commitment is closely connected with teaching performance. This studydetermined the relationship between diversity climate and affective commitmentof teachers in tertiary schools in Davao Region. The research design used wasdescriptive-correlational. It investigated the relationship of diversity climatecharacterized by individual practices, work group practices and organizationalpractices and affective commitment categorized as organizational support, organizational commitment, organizational reward, procedural justice and direct supervisor support. A modified questionnaire was used in the collectionof data. Data were treated using descriptive statistics such as percentage, meanand standard deviation, ANOVA, t-test and Pearson’s r correlation. The resultsof the study showed that the level of diversity climate and affective commitmentof teachers among tertiary school is high. The perception of teachers on diversity climate and the level of affective commitment do not differ significantly whenit was analyzed using the respondent profile though a significant difference wasnoted between gender and affective commitment. The data also revealed thatdiversity climate is statistically related to the affective commitment of teacher.Keywords: Management, Organizational culture, diversity climate, affectivecommitment, teachers, tertiary schools, descriptive-correlational design, DavaoCity, Philippines