Well – Being and Organizational Commitment on Teaching Competence in Public Secondary and Integrated Schools in Rural Areas

The study investigated the relationship of well-being, organizational commitment, and teaching competence among 250 public secondary and integrated school teachers in rural areas of the Municipality of Kitaotao, Bukidnon, during the school year 2024 – 2025. The study used a survey questionnaire to examine the well-being and organizational commitment of these teachers. For the total survey, respondents rated mental, subjective and financial well-being highly. Organizational commitment was also rated high level in terms of loyalty and perceived obligations to stay with the organization in rural area schools. Teaching competence was rated overall as “excellent” among all of the indicators assessed, including content knowledge, pedagogical skills, interpersonal communication, classroom organization, and student assessment. A statistical analysis using the SPSS confirmed the presence of a significant positive correlation among well-being and teaching competence. On the other hand, there was no significant relationship between organizational commitment and teaching competence. In addition, out of the sub-variables of well-being, both financial well-being and mental well-being showed substantial association with teaching competence. However, organizational commitment including sub variables: emotional attachment, perceived obligation to stay and sense of loyalty did not give any sign of influence on the teacher’s teaching performance. Definitely, provide assistance for teachers’ mental health is essential for their effectiveness in the classroom settings. In general, teachers have a rich financial and organizational support system in many ways. However, more needs related to emergency funds, long-term planning, and self-efficacy may further contribute to teacher well-being. Educational institutions need to work with support system and mental health measures to support and enhance the competence of teachers, so that their students experience better outcomes in rural schools.