Working Commitment of Baby Boomers and Millennial Teachers in Expanding High Quality Pathways to Child-Centered Teaching

Abstract

INTRODUCTION

On the surface, a workforce composed of satisfied employees may seem like a desirable and even optimal state for an organization. But in today's global environment, it is becoming clear that job satisfaction is not enough to help forge the link between employee performance and positive organizational results. Work commitment is seen as a person's perseverance to work; commitment to a profession, and level of work engagement of meeting its goals and objectives. Baby boomers and millennial teachers have different characteristics that are extremely opposite when it comes to work commitment that made the researcher become interested to conduct a study to compare the level of commitment of the baby boomers and millennial teachers as to know the level of observance and the difference of the observance of the child-centered teaching for transformative learning that would shed a light of formulating an sustainable enhancement plan that would further improve the quality teachings in the midst of the numerous tasks they tackle every day.

METHODS

The descriptive method of research was considered by the researcher to determine the level of work commitment of Baby Boomer and Millennial teachers. An adopted questionnaire was the main data-gathering instrument. The data were statistically treated with the use of five point Likert scale, Frequency distribution data, t-test, and Pearson Product Moment Correlation to establish significant relationships between working commitment and child-centered teaching and demographic profile of the respondents.

RESULTS

The findings of the study showed that the Baby Boomers and Millennial teachers in a public school in Sto. Tomas North District has an overall high level of work commitment. On the other hand, there is no significant difference in the levels of overall work commitment which implies that both have the same level of work commitment. Child-centered approaches are highly observed among the respondents and the observance level of overall child-centered with no significant difference. This denotes that the two groups of respondents possess the same observance levels of child-centered teaching.

DISCUSSIONS

The results show that work commitment has a significant influence on the teachers' observance of child-centered teaching. It was recommended that the school leaders should implement activities that will motivate the teachers to be satisfied and be engaged in their teaching career in the achievement of a long-term commitment.