Teacher’s Affective Attitude and its Effect on their Organizational Commitment
AbstractThe study investigated the affective attitude of teachers and its effect on their organizational commitment. This study made use of a descriptive correlation design of research that utilized validated questionnaires as primary data gathering tools. The results were quantified using a five-point Likert scale and were analyzed by its weighted mean and regression analysis was used to establish the correlation. The teachers' description of their productive attitude in terms of the eleven sub-constructs was found to be very positive. While the story of the level of teachers' organization commitment was found to be high in terms of practical and continuance engagement and very high in terms of normative commitment. The result of the regression analysis revealed that all the eleven variables of teachers' attitude influence their level of involvement to a varying extent. Results of the study of variance showed an F ratio of 27.73 with a p-value of .000, an amount much lower than the level of significance set at .05. Based on the findings, the following conclusions were drawn: a.) A very positive and caring attitude was shown by the teachers in their teaching practices; b.) Teachers' approval of the organization's goals and values was very evident as demonstrated by the kind of support they extend to the school in terms of affective, continuance, and normative commitment; c.) The null hypothesis, which states that teachers' emotional attitude does not exert significant influence on the level of organizational commitment was rejected in favor of the research hypothesis; and, d.) The best predictor of the teachers' organizational commitment was the attitude towards students' autonomy, followed by an approach towards classroom management.
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