Organizational Commitment and Innovative Work Behavior as Predictors of Teaching Competence of Public Elementary School Teachers

Abstract

This study aimed to determine whether organizational commitment and innovative work behavior significantly predict the teaching competence of public school teachers in Davao Oriental, Philippines. Employing a descriptive-correlational research design, standardized questionnaires were administered through face-to-face surveys to 200 teachers. The mean, standard deviation (SD), Pearson product-moment correlation, as well as simple and multiple linear regression analyses were utilized for data analysis. The results revealed a moderate level of organizational commitment, while the levels of innovative work behavior and teaching competence were high. Significant relationships were found between organizational commitment and teaching competence, as well as between innovative work behavior and teaching competence. Both organizational commitment and innovative work behavior were found to significantly influence teaching competence, as supported by regression analysis results (p=0.000). These findings suggest that fostering both organizational commitment and innovative work behavior among public school teachers may significantly enhance their teaching competence. It is recommended that educational institutions implement programs and policies that promote organizational commitment and innovative work behavior to improve teaching competence. Additionally, professional development opportunities and a supportive work environment should be prioritized to encourage teachers' engagement and creativity in their roles.