Psychological Well-being and Organizational Commitment of Teachers in Relation to Performance

Abstract

This study explored the extent of the relationship between psychological well-being and organizational commitment and teachers' performance in a local college. The research employed a descriptive correlation design. Using the purposive sampling technique, the data were taken from teachers through Ryff’s Psychological Well-being Scale (1989), Meyer and Allen’s (1990) Organizational Commitment Questionnaire (OCQ), and the results of the Teacher Evaluation Questionnaire answered by the students last second semester of AY 2018-2019. The researcher analyzed the data using mean, Sign test for K Independent Samples, Kruskal Wallis H-test, and Chi-Square test. The findings revealed that there is no significant difference in the psychological well-being and organization commitment of teachers when grouped according to their profile. The result showed that teachers’ psychological well-being has a fair level of Autonomy, Environmental mastery, Personal Growth, Positive Relations with Others, Purpose in Life, and Self-acceptance. Among the six dimensions, Autonomy has the highest mean while Personal Growth has the lowest. Regarding their organizational commitment, the respondents have high levels of affective normative, and moderate normative organizational commitment. The findings also revealed evidence of a relationship between teachers’ psychological well-being and their organizational commitment. However, there is no significant relationship between their performance, psychological well-being, and organizational commitment. Keywords: college teaching, local college, psychological well-being, organizational commitment, teacher performance