Interpersonal Support and Coping Mechanism as Predictors of Commitment in Teaching Music, Arts, Physical Education and Health

The teaching commitment among the music, arts physical education health and music teachers has garnered increasing attention. This study determined the significance of interpersonal support and coping mechanisms as predictors of teaching commitment. Using a predictive research design, and employing total enumeration sampling approach, results showed that both interpersonal support and coping mechanisms, with 42.1% combined degree of influence, significantly influenced commitment in teaching. This result affirms the Conservation of Resources Theory. Future research may explore other variables not covered in this study to account the 57.9% variance in the criterion variable. Cultural related research may develop evidence-based strategies to improve teacher resilience, reduce stress, and promote descent work (SDG 8).