The Perceived Organizational Support as Related to Job Involvement and Work Effort of Public Elementary Teachers in Calamba East District III

Abstract

INTRODUCTION

In order for an organization to be progressive, its members must be motivated and committed. Perceived organizational support is expected to increase as the member have the expectation of getting rewarded by accomplishing organizational goals, and consequently, this expectancy may increase their job involvement and efforts in service to meet the organizational goals. The study aims to contribute knowledge, data and insights to better understand the importance of perceived organizational support in as much as its observance in a school setting would impact on the level of commitment and dedication of the teachers. An action plan was created to promote the observance of organizational support in the District III.

METHODS

The descriptive method of research was used. It determined the level of perceived organizational support, job involvement and work effort of the teachers in the public elementary schools in Calamba East District III. The inquiry also contained correlation study in as much as the perceived organizational support and the teachers' job involvement and work effort are correlated.

RESULTS

The public elementary school teachers of Calamba East District III, as a whole, highly perceive that they get support from their schools as can be deduced from an overall assessment rating of 3.67. The job involvement of public elementary school teachers is assessed high as can be gleaned from an overall assessment rating of 3.79. On Work Effort of the Teachers, a rating of 3.59, the overall level of work effort of the teachers is high. This implies that there is significant relationship between perceived organizational support, job involvement and work effort of the teachers.

DISCUSSIONS

The school administrators show adequate consideration of the teachers' goals, values, interests, requests and well-being, and appreciate and recognize their accomplishments and contributions to the welfare of the school. However, the teachers' feel that some complaints are not given ample attention by the school authorities. The teachers feel personal attachment to their chosen profession and the obligation to fully immerse themselves to their work with a sense of self-fulfillment, thus, heavily involving themselves in the accomplishment of their jobs. Teacher-respondents have shown above average effort with intense fervor in attending their works. The perceived organizational support elicits adequate job involvement and noteworthy work effort among teachers of Calamba East District III.