A Structural Equation Model on Individual Work Performance of Public Secondary School Teachers in Relation to Organizational Commitment, Teacher Efficacy, and Work Tasks Motivation

The study seeks to find the best-fit model of organizational commitment, teacher efficacy, and work tasks motivation in relation to individual work performance among 400 public secondary school teachers in Region XI.A non-experimental quantitative research methodology utilizing descriptive analysis and structural equation modeling to develop the best fit model.The data obtained from a modified survey questionnaire were analyzed utilizing mean, Pearson product-moment correlation coefficient, linear regression, and structural equation modeling.The study's findings indicated that organizational commitment, work task motivation, and individual work performance were described as high, while teacher efficacy was consistently very high among public secondary school teachers in Region XI.More importantly, a strong and significant correlation exists between organizational commitment and individual work performance, teacher efficacy and individual work performance, as well as work tasks motivation and individual work performance, as the p-values for all measures are below the significant alpha value.The results indicate a substantial impact of the three exogenous variables: organizational commitment, teacher efficacy, and work tasks motivation on the endogenous variable, which is individual work performance.After all, Model 3, deemed the best fit, demonstrates that organizational commitment, teacher efficacy, and work tasks motivation are exogenous variables that directly affect individual work performance.It exhibited a satisfactory match in all dimensions and may be regarded as the most concise and efficient model.Teachers, like any employees, must demonstrate commitment to their organization due to their significant role in the educational system.Their dedication will facilitate the establishment of quality education and yield significant achievement for the learners.The findings support SDG 4 by highlighting the significance of teacher involvement and professional effectiveness in strengthening teaching quality, cultivating a more dedicated and motivated workforce, and improving student educational outcomes.