Teachers’ Level of Empowerment and Organizational Commitment among Public Secondary Schools in the Province of Tarlac

Abstract

The study was conducted to determine the relationship of teacher empowerment and organizational commitment on the secondary school teachers in the Division of Tarlac Province during the school year 2015-2016. The following concerns were looked into: decision-making, professional development, status in the organization, self-efficacy, autonomy in instructional delivery, impact to other teachers, learners and in the teaching and learning process, curriculum content enhancement, classroom instruction and school-community relations: and the relationship among these variables; affective commitment, continuance commitment, and normative commitment. The descriptive-correlational research design and two sets of questionnaires were utilized in this study. The questionnaires used were the teacher empowerment dimension questionnaire and the organizational commitment questionnaire. The respondents of the study were 489 secondary school teachers. The Weighted Mean and Pearson Product-Moment Correlation were used to interpret the collected data. Findings of the study revealed that public secondary school teachers have a high level of empowerment and they manifest a high degree of organizational commitment. Furthermore, teachers’ level of empowerment in all components was ‘significantly’ to ‘very highly significantly’ related to all areas of commitment, except professional development and status in the organization to continuance commitment. Based on the results of the study, an enhancement program was proposed. Implications to educational leadership were crafted. It was recommended that teachers need to be actively involved in decision-making in their schools to encourage, motivate, and utilize their wide range of experience and personal characteristics and capability.