The Relationship between Organizational Commitment and Job Satisfaction among Early Childhood Teachers

Abstract

Teacher satisfaction and commitment remain essential concerns in the field of early childhood education, particularly as educators face growing professional expectations and workplace challenges. This study examined the relationship between job satisfaction and organizational commitment among preschool teachers in District 1, Davao City. Using a non-experimental descriptive-correlational design, the study involved 104 respondents from both public and private schools, selected through purposive sampling. Standardized instruments were used to measure nine facets of job satisfaction and three components of organizational commitment. Data analysis included descriptive statistics and Pearson correlation. Results indicated that both job satisfaction and organizational commitment were high, with the strongest responses found in the nature of work and normative commitment. A statistically significant positive correlation was found between the two variables, with a Pearson r-value of 0.639 with a p-value of .000, indicating that higher job satisfaction is associated with stronger organizational commitment. These findings underscore the importance of strengthening workplace support, recognition, and positive work conditions to promote sustained engagement and retention among early childhood educators.