Relationship between Instructional Qualities and Commitment of Public Elementary School Teachers

AUTHOR(S)

CHARLENE P. DAYRIT BERNADETTE C. TIONGCO, PhD

ABSTRACT

—— The primary goal of this study was to determine the relationship between instructional qualities and commitment of public elementary school teachers in Magalang South District in the Division of Pampanga during the School Year 2024-2025. Mixed method was adopted in this study. Specifically, sequential explanatory design was used in this research. There was a total of 149 elementary teachers from the entire district as respondents for quantitative part, while there were 10 teachers who were purposively selected on qualitative part. Questionnaire and semistructured interviews were used for data collection. Weighted mean, Pearson R and thematic analysis were applied for interpretation. Results tell that teacher provided a rating of often on their instructional qualities in creativeness (M=4.47), innovativeness (M=4.24), and always on resourcefulness (M=4.63). Teachers’ level of commitment is very high on affective commitment (M=3.67), continuity commitment (M=3.36), and normative commitment (M=3.41). The relationship between instructional qualities and affective commitment listed an r-value of 0.6274 and p-value of 0.0232. In addition, relationship between instructional qualities and continuity commitment listed an r-value of 0.6851 and p-value of 0.0317. Lastly, relationship between instructional qualities and normative commitment listed an r-value of 0.6925 and p-value of 0.0329. Adaptability and Resilience were the other instructional qualities of teachers that can influence their commitment. Keywords: instructional qualities, commitment, normative, continuity