Decision-making Practices and Individual Commitment of Teachers in Public Elementary Schools

Abstract

This study aimed to discern the decision-making practices and individual commitment of teachers in public elementary schools of Boston District, Division Davao Oriental. This study used the non-experimental quantitative research design utilizing correlational method. The respondents of this study were composed of 131 teachers in public elementary school using the universal sampling. The data analysis utilized the mean, Pearson r and regression analysis. The findings disclosed that the levels of decision-making practices were high and oftentimes manifested by the teachers. Meanwhile, the level individual commitments of teachers were very high and always manifested by the teachers. It was found out that there was a significant relationship between decision-making practices and individual commitment of teachers. Moreover, it proved further, that the domains of decision-making practices of teachers were significantly influenced the individual commitment of public elementary schools. It is recommended that school administrators implement training programs to enhance teachers' decision-making practices, fostering their professional growth. Teachers are also encouraged to actively engage in such initiatives to further strengthen their commitment to their roles.