Kindergarten Teachers' Professional Commitment and Disposition Toward A Professional Support Plan

AUTHOR(S)

ARIANE MAE A. SALTA DIVINA GRACIA D. DIZON, EdD

ABSTRACT

—— The study examined the relationship between kindergarten teachers’ professional commitment and disposition toward a professional support plan of action for the School Year 2024-2025. The Division of Angeles City was the study’s locale. The total population of kindergarten teachers was requested to participate as respondents in the data collection. The quantitative research method guided the completion of the study. To be specific, the descriptive-correlational design was used. Based on the findings, the kindergarten teachers generally demonstrate a high level of affective, continuance, and normative commitment, as indicated by the overall mean scores of 3.33 (standard deviation = 0.40), 2.93 (standard deviation = 0.48), and 2.74 (standard deviation = 0.22). They generally achieved a high level of disposition, as indicated by an overall mean of 3.40 and a standard deviation of 0.28. Also, there was a moderate, positive, and significant relationship between kindergarten teachers’ disposition levels and their professional commitment to the teaching profession. The proposed professional support plan for kindergarten teachers regarding their professional commitment and disposition was crafted based on the study’s findings. Keywords: Professional Commitment, Disposition, Professional Support Plan