Teachers' Organizational Commitment and Its Influence on Their Teaching Performance

Abstract Teachers' organizational commitment remains an important concern in educational management because commitment may shape teachers' professional behavior, school participation, and sustained instructional effort. This study examined teachers' organizational commitment and its influence on teaching performance among 106 public school teachers in District 8, Division of Ozamiz City, during School Year 2025-2026. A descriptive-correlational design was used. Organizational commitment was measured in terms of affective, continuance, and normative commitment, while teaching performance was based on teachers' Individual Performance Commitment and Review Form (IPCRF) ratings across the Key Result Areas (KRAs) of Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, Assessment and Reporting, and Plus Factor. Frequency, percentage, weighted mean, standard deviation, and Spearman's rho were used for analysis. Results showed that teachers' organizational commitment was very high overall (M = 4.54, SD = 0.474), with affective commitment receiving the highest mean (M = 4.68), followed by continuance commitment (M = 4.43) and normative commitment (M = 4.31). Teaching performance was also high, with 94 teachers (88.68%) rated Outstanding and 12 teachers (11.32%) rated Very Satisfactory. Across the five IPCRF KRAs, Outstanding ratings ranged from 80.19% to 86.79%. However, organizational commitment was not significantly related to teaching performance (rho = 0.206, p = .148). The findings suggest that very high commitment and strong performance can coexist, but commitment alone may not sufficiently explain variations in IPCRF-based teaching performance. A teacher enhancement program is recommended to sustain commitment while strengthening professional competence, collaboration, well-being, instructional coaching, and recognition systems.