Teaching Commitment Distinctive: Avenue to Professional Development

Abstract

This research determined the teaching commitment distinctive of the elementary teachers as an avenue for professional development. This study used a descriptive -survey research design. A total of 36 respondents participated in answering the adapted research questionnaires. Answered questionnaires were tabulated, presented, analyzed, and interpreted using percentage, weighted mean, ranking, and Pearson R for a significant relationship. Most of the respondents are female, in their mid-twenties, tenured teachers, and pursuing their master's degrees. Female and married teachers are more committed to teaching than their other counterparts. The overall commitment manifestation of the teachers was Proficient. Their commitment was related to gender and civil status. The main reason for the teachers applying to an institution is its prestigious standing in the academic community. They also preferred to stay in the institution because of the benefits they received. Teachers' preferences and challenges affect their choice to stay in school and enjoy their careers. There is a significant relationship between teachers' teaching commitment to distinctive and identified demographic profiles regarding gender and civil status. Therefore, the demographic profiles of the teachers significantly affect their stay in the institution. The researcher proposed a faculty development plan focused on the avenue of teacher retention and instruction.