Teachers’ Motivation, Organizational Commitment, Job Involvement, To the School’s Organizational Performance: Basis for an Intervention Plan

This study explored the relationship between teachers’ motivation, organizational commitment, job involvement, and school organizational performance as the basis for an intervention plan in the Sanchez Mira District, Cagayan, Philippines. It examined both personal (age, sex, civil status, religion, ethnicity, school assignment) and professional (employment status, position, years in service, education, organizational affiliation) profiles of 60 public elementary school teachers. Using descriptive-correlational research and tools like ANOVA and Pearson’s correlation, the study assessed levels of motivation (intrinsic, identified, introjected, external, amotivation), organizational commitment (affective, continuance, normative), job involvement, and organizational performance (via OPCRF ratings). Findings revealed that teachers were predominantly female, married, Ilokano, and highly experienced, with most holding advanced degrees and permanent Teacher III positions. Intrinsic motivation and high levels of organizational commitment were prevalent. OPCRF scores rated school performance as outstanding. ANOVA results indicated significant differences in motivation, commitment, job involvement, and performance based on various profile variables, especially religion and income. Pearson correlations showed positive links between job involvement and age, religion; commitment and educational attainment; and income with motivation and commitment. However, no significant correlations were found between motivation, commitment, or job involvement and organizational performance, suggesting that factors like leadership or resource allocation may play a larger role. Based on these findings, an intervention plan was proposed to enhance teacher engagement and school performance.