ORGANIZATIONAL SUPPORT AND JOB PERFORMANCE OF PUBLIC SCHOOL ELEMENTARY TEACHERS: THE MEDIATING EFFECT OF PROFESSIONAL COMMITMENT
Abstract
The primary aim of the study is to find out the significance of the mediating effect of professional commitment on the relationship between organizational support and job performance. Using a correlational technique as well as a quantitative non-experimental and mediation research design, data were obtained from 300 public elementary school teachers working in Baganga North and South districts, Davao Oriental. The researcher used a stratified random sampling technique and the statistical tools mean, Pearson r, and path analysis. From the results of the study, it was found that there are very high levels of organizational support, job performance, and professional commitment. In addition, there are significant relationships between organizational support and job performance, organizational support and professional commitment, and professional commitment and job performance. Further, professional commitment partially mediates the relationship between organizational support and job performance.
SDG #4: Quality Education
Keywords
Full Text:
PDFReferences
Alev, S. (2021). The relationship between organizational justice, professional motivation and organizational identification: A study on teachers. Educational Policy Analysis and Strategic Research, 16(4), 127-139. Retrieved from https://files.eric.ed.gov/fulltext/EJ1328810.pdf
As-il, R. D. (2024). Commitment to community: Exploring teachers' responsibility and challenges. International Journal of Research and Innovation in Social Science, 8(9), 3703-3709. Retrieved from https://rsisinternational.org/journals/ijriss/Digital-Library/volume-8-issue-9/3703-3709.pdf
Cabanilla, A. B., Comon, J. D., & Pontillas, P. V. (2024). Teachers’ commitment and their performance in Naawan District, Misamis Oriental. European Modern Studies Journal, 8(3):259-289. Retrieved from https://www.researchgate.net/publication/383016108_Teachers'_Commitment_and_Their_Performance_in_Naawan_District_Misamis_Oriental
Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (1993). A theory of performance. In Schmitt, N., & Borman, W. C. (Eds.), Personnel selection in organizations (pp. 35-70). San Francisco, CA: Jossey-Bass. Retrieved from https://books.google.ro/books/about/Personnel_selection_in_organizations.html?id=-1YXAQAAMAAJ&redir_esc=y
Chiu, T. K. (2022). School learning support for teacher technology integration from a self-determination theory perspective. Educational technology research and development, 70(3), 931-949. Retrieved from https://link.springer.com/article/10.1007/s11423-022-10096-x
Creswell, J. W. (2014). Research design. qualitative, quantitative and mixed: Methods approaches (2nd ed). London: Sage Publications. Retrieved from https://books.google.ro/books/about/Research_Design.html?id=4uB76IC_pOQC&redir_esc=y
de Vaus, D.A. (2001). Research design in social research: What is research design? London, Thousand Oaks: Sage Publications. https://doi.org/10.1016/S0020-7489(01)00040-2
Emenike, C. B., & Nwogbo, V. N. (2021). Teachers’ perception of organizational justice as a correlate of their job commitment in secondary schools in Anambra state. Unizik Journal of Educational Research and Policy Studies, 3, 89-100. Retrieved from https://unijerps.org/index.php/unijerps/article/view/48
Deeba, F., Khan, H. K., & Abiodullah, M. (2021). University teachers’ contextual performance: A quantitative analysis of demographic variables. Pakistan Social Sciences Review 5(1): 870-886. Retrieved from https://www.researchgate.net/publication/354090041_University_Teachers'_Contextual_Performance_A_Quantitative_Analysis_of_Demographic_Variables
Eisenberger, R., Cummings, J., Armeli, S., & Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812. https://psycnet.apa.org/doi/10.1037/0021-9010.82.5.812
Gao, X., Chen, H., Wu, J., & Huang, J. (2021). Task performance: Report on the study of social and emotional skills of Chinese adolescents (I). Best Evidence in Chinese Education, 9(1), 1197-1202. Retrieved from https://files.eric.ed.gov/fulltext/EJ1324078.pdf
Ghimire, B., Dahal, R. K., & Rai, B. (2023). The attitude of flexible work arrangement on academics’ job satisfaction: The emerging market case. Journal of System and Management Sciences, 13(2), 370-383. Retrieved from https://www.researchgate.net/publication/372529814_The_Attitude_of_Flexible_Work_Arrangements_on_Academics'_Job_Satisfaction_The_Emerging_Market_Case
Hayes. A. (2024). How stratified random sampling works, with examples. Investopedia. Retrieved from https://www.investopedia.com/terms/stratified_random_sampling.asp
Hobfoll, S. E. (2011). Conservation of resources theory: Its implication for stress, health, and resilience. The Oxford Handbook of Stress, Health, and Coping, 127, 147. https://doi.org/10.1093/oxfordhb/9780195375343.013.0007
Hussen, A. A., Teshome, T. Z., & Tegegn, S. A. (2016). Teachers professional commitment towards students learning, their profession and the community in eastern Ethiopian secondary schools. Journal of Teacher Education and Educators, 5(3), 289-314. Retrieved from https://www.researchgate.net/publication/350797639_Teachers_Professional_Commitment_towards_their_Students_Learning_the_Community_and_their_Profession
Jomuad, P. D., Antiquina, L. M. M., Cericos, E. U., Bacus, J. A., Vallejo, J. H., Dionio, B. B., ... & Clarin, A. S. (2021). Teachers’ workload in relation to burnout and work performance. International Journal of Educational Policy Research and Review 8(2). Retrieved from https://journalissues.org/ijeprr/wp-content/uploads/sites/7/2021/04/Jomuad-et-al-.pdf
Julius, E. (2022). The contribution of teachers commitment to their individual work performance in Tanzania. Global Scientific Journals, Volume 10, Issue 11. Retrieved from https://www.globalscientificjournal.com/researchpaper/THE_CONTRIBUTION_OF_TEACHERS_COMMITMENT_TO_THEIR_INDIVIDUAL_WORK_PERFORMANCE_IN_TANZANIA.pdf
Kara, S. B. K., Güneş, D. Z., & Aydoğan, N. N. (2015). Perceived organizational support and organizational trust in primary schools. International Journal of Human Sciences/Uluslararası İnsan Bilimleri Dergisi. Retrieved from https://files.eric.ed.gov/fulltext/ED588105.pdf
Khoirunnisa, M., Khoiriyah, N. K., & Wirawan, R. A. (2022). The influence of organizational support, professional responsibility, and job satisfaction toward teachers’ performance at TK RA ‘Aisyiyah in the academic year 2022/2023 in Jetis Sub-district of Ponorogo Regency. Education, 3(8), 1698-1709. Retrieved from https://ijssers.org/wp-content/uploads/2023/08/26-2408-2023.pdf
Khomariyah, S. N., Imron, A., & Sumarsono, R. B. (2023). Improving teacher performance through professional development in the new normal era. In Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022) (Vol. 727, p. 3). Springer Nature. Retrieved from https://www.atlantis-press.com/article/125984332.pdf
Kumari, J., & Kumar, J. (2023). Influence of motivation on teachers’ job performance. Humanities and Social Sciences Communications, 10(1), 1-11. Retrieved from https://www.nature.com/articles/s41599-023-01662-6
Le Sante, D. R., Eaton, A. A., & Viswesvaran, C. (2021). How contextual performance influences perceptions of personality and leadership potential. Revista de Psicología del Trabajo y de las Organizaciones, 37(2), 93-106. Retrieved from https://scielo.isciii.es/pdf/rpto/v37n2/1576-5962-rpto-37-2-0093.pdf
Li, L., Kanchanapoom, K., Deeprasert, J., Duan, N., & Qi, Z. (2025). Unveiling the factors shaping teacher job performance: exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction. BMC Psychology, 13(1), 1-13. Retrieved from https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-024-02324-1
MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. New York: Erlbaum. https://doi.org/10.4324/9780203809556
Martinez, J., & McAbee, S. (2020). School administrator support of teachers: A systematic review (2000-2019). Education Leadership Review, 21(1), 230-254. Retrieved from https://files.eric.ed.gov/fulltext/EJ1279817.pdf
Morales-Romero, G., Trinidad-Loli, N., Caycho-Salas, B., Paucar-Manrique, Y., León-Velarde, C., Gamarra-Mendoza, S., ... & Aldana-Trejo, F. (2021). Perception of teaching performance in the virtual learning environment. International Journal of Evaluation and Research in Education, 10(4), 1221-1228. Retrieved from https://files.eric.ed.gov/fulltext/EJ1328118.pdf
Mulyani, H., Meirawan, D., & Rahmadani, A. (2020). Increasing school effectiveness through principals’ leadership and teachers’ teaching performance, is it possible?. Jurnal Cakrawala Pendidikan, 39(2), 279-292. Retrieved from https://journal.uny.ac.id/index.php/cp/article/view/28864
Patidar, J. (2013). Non experimental research design. Retrieved from http://www.slideshare.net/drjayesshpatidar/nonexperimental-research-design
Paunan, R., Tai, M. K., & Jain, J. (2024). A systematic literature review on teacher commitment: Methodological and contextual trends and its conceptualization (2018-2022). International Journal of Academic Research in Progressive Education and Development 13(3). Retrieved from https://hrmars.com/papers_submitted/22002/a-systematic-literature-review-on-teacher-commitment-methodological-and-contextual-trends-and-its-conceptualization-2018-2022.pdf
Rohma, S., Harapan, E., & Wardiah, D. (2020). The influence of school-based management and teachers' professionalism toward teacher’s performance. Journal of Social Work and Science Education, 1(1), 13-23. Retrieved from http://ejournal.karinosseff.org/index.php/jswse/article/view/6
Salameh, N., & Benkohila, N. (2024). The impact of job satisfaction on teachers’ performance in the UAE. In BUiD Doctoral Research Conference 2023: Multidisciplinary Studies (pp. 9-30). Cham: Springer Nature Switzerland. Retrieved from https://link.springer.com/chapter/10.1007/978-3-031-56121-4_2
Shu, K. (2022). Teachers’ commitment and self-efficacy as predictors of work engagement and well-being. Frontiers in Psychology, 13. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2022.850204/full
Shuls, J. V., & Flores, J. M. (2020). Improving teacher retention through support and development. Journal of Educational Leadership and Policy Studies, 4(1), n1. Retrieved from https://files.eric.ed.gov/fulltext/EJ1282763.pdf
Solomon, M. R., Surprenant, C., Czepiel, J. A., & Gutman, E. G. (1985). A role theory perspective on Dyadic interactions: The service encounter. Journal of Marketing, 49, 99-111. https://doi.org/10.2307/1251180
St. Olaf College (2024). Sample size. Institutional Effectiveness and Assessment. Retrieved from https://wp.stolaf.edu/iea/samplesize/#:~:text=For%20populations%20under%201%2C000%2C%20a,ensure%20representativeness%20of%20the%20sample
Su, Q. (2024). Beyond the walls of the classroom: the psychodynamics of professional commitment and job involvement among female primary school teachers. Frontiers in Psychology, 15. Retrieved from https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1465880/full
Sunitha, N. J., & Kalaivani, S. (2023). Professional commitment of teachers in relation to their work motivation and self-efficacy. The International Journal of Indian Psychology 11(3). Retrieved from https://ijip.in/wp-content/uploads/2024/02/18.01.455.20231103.pdf
Taguchi, H., Tadaka, E., Iwata, Y., & Arimoto, A. (2022). Factors associated with community commitment among older adults: a stratified analysis of community group leaders and members. BMC Geriatrics, 22(1), 674. Retrieved from https://bmcgeriatr.biomedcentral.com/articles/10.1186/s12877-022-03361-4
United Nations. (2024). Sustainable development goals. Department of Economic and Social Affairs. Retrieved from https://sdgs.un.org/goals/goal4
Ural, F. (2021). An exploration of teacher commitment through the perspectives of novice teachers (Master's thesis, Middle East Technical University (Turkey)). Retrieved from https://www.proquest.com/openview/512a2305c1ef0e1b64842e8ed7e1987d/1?cbl=2026366&diss=y&pq-origsite=gscholar
Utami, D. R. F., Pranoto, Y. K. S., & Latiana, L. (2021). Agreement levels of kindergarten principals and teachers to determine teaching competencies and performance. European Journal of Educational Research, 10(2), 537-551. Retrieved from https://eric.ed.gov/?id=EJ1300014
Wang, Y. (2024). Exploring the impact of workload, organizational support, and work engagement on teachers’ psychological wellbeing: A structural equation modeling approach. Frontiers in Psychology, 14. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1345740/full
Wei, L. (2024). Relationship among perceived teacher support, academic self-efficacy, and online learning engagement in college EFL learning. Open Journal of Modern Linguistics, 14(3), 290-314. Retrieved from https://www.scirp.org/pdf/ojml2024143_21641816.pdf
Zaffar, I., & Ganai, A. G. (2021). Job performance and its correlates: An empirical study of public sector employees. Contemporary Issues and Challenges in Business Management Post-COVID 19, Routledge. Retrieved from https://www.researchgate.net/publication/355367777_Job_Performance_and_Its_Correlates_An_Empirical_Study_of_Public_Sector_Employees
DOI: http://dx.doi.org/10.46827/ejes.v13i7.6772
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Napoleon Dann T. Morales, Edwin L. Nebria
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
