Motivation and Job Satisfaction as Determinants of Teachers' Commitment

Abstract

Aims: The aim of this study is to determine the significant relationship between teachers' motivation and job satisfaction as independent variables and teachers' commitment as a dependent variable. Study Design: The study used a correlational research design within a quantitative, non-experimental approach. Place and Duration of Study: The study was conducted at public junior high schools in Region XI, Philippines, during the 1st October to 24th November 2025. Methodology: The respondents of this study were the public junior high school teachers from the Schools Division of Digos City. Specifically, these included Teachers I-III, excluding Master Teachers and Department Heads. A five-part questionnaire was employed to collect the data. All items in each indicator received a high Cronbach’s alpha coefficient, indicating excellent internal consistency and reliability, suggesting that the instruments are highly reliable. Results: Results revealed that both motivation and job satisfaction significantly contribute to teacher commitment, but motivation is the more powerful determinant. This implies that while improving work conditions, benefits, and job satisfaction can enhance commitment, strengthening intrinsic and extrinsic motivation may yield even greater improvements in teachers’ dedication to their role. The regression analysis demonstrates that teachers’ commitment is strongly shaped by their motivation and job satisfaction, and that efforts to improve these two factors are likely to lead to higher levels of professional commitment, stronger work performance, and greater retention in schools. Conclusion: Based on the findings, the high level of teacher motivation and job satisfaction in the division is a critical determinant of strong teacher commitment. This commitment, characterised by loyalty and deep professional engagement, is significantly predicted by intrinsic drive, supportive leadership, positive teacher-student relationships, and confidence in one's professional role. The study decisively concludes that focusing on enhancing both intrinsic and extrinsic motivational factors, alongside ensuring high job satisfaction, is the essential strategy for cultivating a dedicated teaching force, thereby directly boosting instructional quality and overall school effectiveness.