WHDL - 00012932
WHDL - 00012932
This study aims to determine how organizational commitment and organizational behavior (work values) differ between two groups of Grade 7 teachers from Rizal High School based on their years in service. Moreover, a test of the relationship between organizational commitment and organizational behavior of the teachers is also being done. In addition, this research followed the attitudinal approach of Meyer and Allen’s Three-Component Model of Organizational Commitment as its theoretical framework. This study employed the descriptive method of research, specifically a causal comparative research design, and is purely quantitative. Three instruments were utilized in the present study to identify the teacher’s demographic characteristics, organizational commitment and working values of the Grade 7 teachers of RHS, namely: Personal Data Sheet, Organizational Commitment Questionnaire (OCQ) that supports Three Component Model of Organizational Commitment (Attitudinal Approach) for organizational commitment, and Portrait Values Questionnaire (PVQ-21) that was proposed by Shalom Schwartz for work values. This study used Slovin’s Formula and stratified random sampling procedure to determine the respondents. The respondents were composed of 15 males and 46 females, with a total of 61 out of 68 RHS Grade 7 Teachers for the school year 2019-2020. The quantitative data gathered were tabulated and analyzed statistically, employing both descriptive and inferential statistics, namely: sample mean, independent sample t-test, and Pearson-r Moment of Correlation. The study revealed that most of the Grade 7 teachers are female with equal distribution when it comes to age and years in service. In terms of age, the findings show that younger teachers are more committed than their older counterparts. Furthermore, all the age groups for both sexes under 1-8 years in service group are affectively committed while those age groups for both sexes under 9-above years are normatively committed. Comparing the sexes, male teachers obtained higher means compared to their female counterparts. Thus, males were more committed than females. Moreover, both sexes under 1-8 years in service group are affectively committed while both sexes under 9 above years are normatively committed. The comparative analysis of the two groups based on their years in service regarding their organizational commitment revealed that those who have been teaching for about 1-8 years are committed to their job affectively (they want to commit) while those who have been teaching for about nine years and more are normatively committed (they feel obligated to commit). In terms of organizational behavior, both groups have the same ranking for the higher-order work values having self-transcendence as the top-ranking and self enhancement as the lowest rank. However, it can be observed that the means of the 1- 8 years in service group are higher compared to the other group that might suggest that those who have been teaching for 1-8 years have higher work values than with nine and above years. For all age groups, the results show that as a teacher increases in age, the way they value work in terms of the given variables seems to weaken. All age groups show a very high remark for universalism and security, which are the top ranks. However, they least value power and achievement. Regarding sex, the results show that Rizal High School Grade 7 male teachers uphold higher importance for values than their female counterparts. Both sexes have a very high remark towards universalism and security, while hedonism, power, and achievement got the lowest ranks, respectively. The relationship between teachers’ organizational commitment and organizational behavior reveals that their level of organizational commitment affects their work values. Therefore, the more committed the teachers are to their job, the higher the values they uphold. Some recommendations include developing a school atmosphere that challenges teachers to continue personal growth and development, and trying to involve the teachers with seminars and workshops as part of the Continuing Professional Development (CPD).
This collection contains the theses in fulfillment of the degree of Master of Arts in Religious Education at Asia-Pacific Nazarene Theological Seminary.