CORRELATION OF TEACHERS’ COMMITMENT AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS

Abstract

This study examines the commitment and organizational citizenship behavior (OCB) of public elementary school teachers in Kasibu West District in the province of Nueva Vizcaya, Philippines during the 2022-2023 academic year. Data were collected from 126 teachers, representing 67.02% of the total 188, through simple random sampling. The research explores dimensions of commitment (school, teaching work, occupation, and work group) and OCB (altruism, courtesy, sportsmanship, conscientiousness, civic virtue, proactivity, collaboration, knowledge sharing, and workplace positivity). Quantitative analysis, including mean scores and Pearson's r (α = 0.05), reveals high levels of commitment (overall mean: 4.51), particularly in dedication to school (4.59) and teaching responsibilities (4.41). Teachers demonstrate strong OCB (overall mean: 4.40), excelling in courtesy (4.58), conscientiousness (4.65), collaboration (4.64), and workplace positivity (4.68). They also perform well in altruism (4.19), sportsmanship (4.36), civic virtue (4.41), proactivity (4.03), and knowledge sharing (4.07). The study identifies a significant positive correlation (r = 0.792) between teachers' perceived commitment and their OCB. Limitations include reliance solely on questionnaires and inclusion of only permanently positioned teachers. The study recommends a customized training program, supported by the Public School District Supervisor, to enhance and sustain teachers' commitment and OCB based on study findings.