Hierarchical Needs Status and Work Opportunities towards Organizational Commitment of Elementary School Teachers

Abstract

The study aimed to determine the current hierarchical needs status and work opportunities relative to the level of organizational commitment of school teachers. The study used descriptive method where questionnaire was the primary data gathering instrument. One hundred sixty (160) teachers from Sariaya West District Division of Quezon, contributed to the study. Frequency, percent count, mean, SD and Pearson r were used in the statistical analysis of data. The study revealed as perceived by the Teacher-respondents on their hierarchical needs status were on a high level. Effect of work opportunities in terms of trainings and development, promotion and salary was observed. Maslow’s stages of motivational theory in terms of survival needs, stability needs, enjoyment needs, and esteem needs were related to the teacher’s organizational commitment. Teachers who feel secure in their survival needs, have stable employment, derive enjoyment from their work, and possess a healthy self-esteem are more likely to exhibit higher levels of commitment to their organization. Recognizing and catering to these needs can thus serve as a powerful tool for educational institutions seeking to foster a dedicated and engaged teaching workforce. It was revealed that work opportunities and how they were committed in the organization show that there is significant relationship work opportunities and that of organizational commitment of teachers. This findings emphasizes the role of perceived career prospects and financial rewards as motivators for teachers, highlighting their influence on organizational commitment. Recognizing and investing in these aspects of work opportunities can thus serve as effective strategies for educational institutions to cultivate a committed and engaged teaching workforce. It appears that age and years in service do not moderate the relationship between hierarchical needs status and organizational commitment of the teachers. Age and years in service are not related to work opportunities and organizational commitment of the teachers. This implies that regardless of tenure and age, the impact of perceived work opportunities and hierarchical needs status on organizational commitment remains consistent. Understanding these dynamics can inform organizational strategies aimed at enhancing teacher commitment by emphasizing the importance of psychological fulfillment and job satisfaction, meaningful career development opportunities alongside age and tenure-based considerations. With these, educational institutions can foster a more engaged and committed teaching workforce.