Emotional Well-Being and Organizational Commitment of Teachers Instructional Delivery

The main objective of this study is to examine the influence of emotional well-being and organizational commitment on teachers’ instructional delivery, and to find out the relationship among these variables. A descriptive-correlational research design was employed, utilizing a structured questionnaire to gather data from 225 public elementary and high school teachers in the Division of Valencia City, Bukidnon. The data collection was conducted during the fourth quarter of the 2024–2025 academic year. Findings revealed that the majority of respondents reported a positive level of emotional well-being, suggesting that they feel supported and connected within their professional environment. Teachers also demonstrated a high level of organizational commitment, characterized by strong emotional attachment and a pronounced sense of professional responsibility. In terms of instructional delivery, respondents were generally rated as competent, indicating their ability to adapt instruction to student needs and effectively utilize assessments to support learning. Statistical analysis confirmed a significant positive correlation between teachers’ emotional well-being, organizational commitment, and instructional delivery. These results highlight the importance of fostering supportive work environments and reinforcing teachers’ professional commitment. The findings indicate that normative commitment is the best predictor of instructional delivery, implying its significant influence on teaching effectiveness. As a result, increasing teachers’ sense of professional obligation and ethical responsibility is crucial in improving the overall quality of instructional practices.