How School Culture and Organizational Commitment Shape Teachers' Job Satisfaction

This study examined the relationship between school culture, organizational commitment, and teachers’ job satisfaction among 302 basic education teachers in the Department of Education, Marilog District, Division of Davao City, Philippines, during the 2022–2023 academic year. Specifically, it aimed to identify which variables, individually or combined, best predict teachers’ job satisfaction. Using a descriptive correlational design, data were analyzed through mean scores, correlation, and multilinear regression analyses. Findings revealed that teachers’ experiences with school culture—measured by collaborative leadership, teacher collaboration, professional development, and collegial support—were generally positive. Organizational commitment, assessed through affective, continuance, and normative components, was at a fair level. Significant relationships were found between teachers’ job satisfaction and all measured variables. Further, affective commitment, collaborative leadership, normative commitment, continuance commitment, and collegial support significantly predicted job satisfaction, with affective commitment emerging as the strongest predictor. These results underscore the importance of nurturing a supportive school culture and strong organizational commitment to enhance teacher satisfaction.