Organizational Commitment, School Environment, and Work Ethics on Job Satisfaction of Private School Teachers

Abstract

The main objective of the study was to develop a structural model on teachers’ job satisfaction in the private schools of Region 10, particularly the Private Schools Athletic Association in Region 10 (PRISAA-X) and Bukidnon Association of Catholic Schools (BUACS) member schools. The study was conducted among the seven PRISAA-X-member schools and five BUACS member schools where 979 teacher-respondents coming from the 12 different private schools have represented to answer the questionnaires. The study revealed that teachers’ organizational commitment is high as measured through affective commitment, normative commitment, and continuance commitment in the private schools particularly in region 10. Moreover, teachers are satisfied on the school environment in terms of staff freedom, students support, professional interest, innovation and participatory decision making especially when it comes to their working environment where most of the private schools created a positive atmosphere for the teachers. Additionally, teachers’ work ethics were good in terms of order factors such as hard work, morality/ethics, centrality of work, wasted time, delay of gratification, self-reliance, and leisure; hence, the result demonstrates that the private school teachers have upright work ethics. Further, the descriptive analysis of the teachers’ level of job satisfaction as measured through advancement, responsibilities, colleagues, supervision, working conditions, and pay shows that teachers were satisfied working in the private schools. The measured variables of organizational commitment, school environment, and work ethics showed a significant relationship to the teachers’ job satisfaction. However, affective organizational commitment, school environment measured through student support, professional interest, and staff freedom, and work ethics through self-reliance, hard work, centrality of work, wasted time, and delay of gratification were the best predictors on teachers’ job satisfaction. The best fit model was anchored on organizational commitment and work ethics. A holistic job satisfaction paradigm was designed based on the generated structural model for private school teachers.