i
TEACHERS’ PROFESSIONAL AND ORGANIZATIONAL COMMITMENT, ORGANIZATIONAL CITIZENSHIP BEHAVIOR AND EMPOWERMENT
MARLO DINEROS ALVAREZ
A Dissertation
Submitted in Partial Fulfillment of the Requirements for the Degree
DOCTOR OF PHILOSOPHY IN EDUCATION Major in Educational Management University of Eastern Philippines
University Town, Northern Samar
ii
APPROVAL SHEET
This dissertation titled TEACHERS’ PROFESSIONAL AND
ORGANIZATIONAL COMMITMENT, ORGANIZATIONAL CITIZENSHIP BEHAVIOR AND EMPOWERMENT prepared and submitted by MARLO DINEROS ALVAREZ, in partial fulfillment of the requirements
for the degree Doctor of Philosophy in Education major in
iii ABSTRACT
Title : TEACHERS’ PROFESSIONAL AND ORGANIZATIONAL COMMITMENT, ORGANIZATIONAL CITIZENSHIP BEHAVIOR AND EMPOWERMENT
Researcher : MARLO DINEROS ALVAREZ Adviser : TITO M. CABILI, PhD
School : UNIVERSITY OF EASTERN PHILIPPINES School Year : 2012-2013
Degree : DOCTOR OF PHILOSOPHY
___________________________________________________________
This study focused on determining the teachers’
professional and organizational commitment, organizational
citizenship behavior and their empowerment. It aimed
further to determine the profile of teachers in terms of
age, gender, educational attainment, years of teaching
experience, year/grade taught, subjects taught, other
assignments aside from teaching, school type and school
location, degree of professional and organizational
commitment in terms of affective, continuance and
normative, organizational citizenship behavior in terms of
conscientiousness, civic virtue, courtesy and altruism,
level of empowerment in terms of sense of respect,
decision-making, professional growth, self-efficacy,
autonomy in scheduling and impact, school heads’ use of
iv
legitimate power as perceived by elementary and secondary
school teachers assigned in the central and barangay
schools in the three geographical areas: Balicuatro area,
Central area and Pacific area and Catubig Valley.
A test was conducted to find out if there was a
difference between the professional and organizational
commitment, organizational citizenship behavior, perceived
level of empowerment and school heads’ use of power as
their profile: age, gender, educational attainment, years
of teaching experience, year or grade taught, other
assignments aside from teaching, school type and school
location. And a test was conducted to find out if there was
a relationship between the degree of professional and
organizational commitment, organizational citizenship
behavior and school heads’ use of power as perceived by
teachers and their level of empowerment.
The mixed method combining quantitative research
through descriptive-correlational design aided by a
v
questionnaire together with observations and unstructured
interviews served as the instrument for collecting data.
The 4,511 teachers, 3,280 teachers in the elementary and
1,231 teachers in the secondary, were sampled using
stratified proportional by districts and by level
(elementary and secondary) in the three geographical areas
and the total sample used was 358, 262 from elementary and
doing multiple assignments aside from teaching and were
assigned in central schools (elementary) and
general/national high schools (secondary). A majority of
the teachers were teaching multiple subjects.
As to their affective professional commitment, both
the elementary and secondary school teachers were averagely
committed. Under continuance professional commitment,
elementary and secondary school teachers in Balicuatro area
were very highly committed and highly committed and the
rest of elementary and secondary teachers in the Central
and Pacific area and Catubig Valley were highly committed.
vi
and secondary school teachers in the Balicuatro and Central
area were highly committed while elementary school teachers
in the Pacific area and Catubig Valley were highly
committed and secondary teachers were very highly
committed.
It was determined that the affective organizational
commitment of elementary and secondary school teachers were
both average while in the continuance organizational
commitment, elementary and secondary school teachers
assigned in the Central and Pacific area and Catubig Valley
were high and those assigned in the Balicuatro area,
elementary school teachers were highly committed and
secondary school teachers were very highly committed. Both
elementary and secondary school teachers in the three
geographical areas were averagely committed except for the
secondary school teachers assigned in the central area
because they have high commitment.
Among the dimensions of organizational citizenship
behavior of teachers in three geographical areas, only the
degree of conscientiousness and civic virtue were very high
while the degree of courtesy of the elementary and
secondary school teachers assigned in the Central area was
very high. The degree of courtesy of the elementary school
vii
secondary school teachers had very high degree of courtesy.
In the Pacific area and Catubig Valley, elementary school
teachers were highly courteous and secondary school
teachers were very highly courteous. The degree of altruism
of elementary and secondary school teachers in the Central
growth and self-efficacy in the three geographical areas
was very high. For decision-making, elementary and
secondary school teachers in the Balicuatro area were
fairly empowered, elementary and secondary school teachers
in the Central area were highly empowered. In the Pacific
area and Catubig Valley, elementary school teachers were
highly empowered but secondary school teachers were less
empowered. The level of impact as perceived by elementary
and secondary school teachers in the Central and Pacific
area and Catubig Valley was high while the elementary
school teachers assigned in the Balicuatro area were highly
viii
empowered. The level of autonomy in scheduling the learning
tasks of elementary and secondary school teachers in the
Central and Pacific area and Catubig Valley was high while
the elementary school teachers assigned in the Balicuatro
area were highly empowered while secondary school teachers
were fairly empowered.
In terms of the degree of impact of school heads’ use
of power, it was found out that expert, referent, reward
and legitimate powers of school heads had high impact to
teachers in three geographical areas. It was also found out
that there was an average impact of coercive power of
school heads to teachers in the Balicuatro area.
For the test of difference between the professional
commitment, organizational commitment, organizational
citizenship behavior, level of empowerment and school
heads' use of power in the three geographical areas, the
statistical analysis revealed the following:
There was a significant difference in the level of
affective professional commitment of teachers in the three
geographical areas.
It was also found out that there was a significant
difference in the level of the continuance organizational
ix
Of the four dimensions of organizational citizenship
behavior in the three geographical areas, only altruism was
found to have significant difference.
Of the six dimensions of teacher empowerment in the
three geographical areas, the level of decision-making and
impact were found to have significant difference in the
three geographical areas.
It was found out that the degree of impact of
referent, coercive and legitimate powers of school heads
were significantly different as perceived by teachers in
the three geographical areas.
For the test of differences, continuance and normative
professional commitments were found to be significantly
different between elementary and secondary school teachers
while affective professional commitment was found to have
no difference.
There was a significant difference in the affective
organizational commitment of teachers between elementary
and secondary school teachers while continuance and
normative were found no significant difference.
There was a significant difference in the civic
virtue, courtesy and altruism of teachers between
elementary and secondary level while for conscientiousness
x
Professional growth, self-efficacy and impact level
between elementary and secondary teachers were
significantly different while the levels of
decision-making, sense of respect and autonomy in scheduling of
learning task were found to have no difference.
The degree of impact of expert, reward, coercive and
legitimate powers of school heads between elementary and
secondary school teachers were significantly different
while for referent power there was no difference.
A test established that there was a significant
difference between the degree of conscientiousness and
civic virtue of teachers assigned in the central and
barangay schools.
The degree of impact of expert, reward, referent and
coercive powers of school heads towards teachers assigned
in the central and barangay schools were significantly
different.
For the test of difference, the computations revealed
that age, gender, educational attainment and school type
were determinants of empowerment level of teachers while
the years of teaching experience, grade or year level
taught, subjects taught and school locations were not
xi
In the test of relationship, the results showed that
professional and organizational commitment: affective,
continuance and normative were significantly related to the
perceived level of empowerment of teachers.
Dimensions of organizational citizenship behavior such
as conscientiousness, civic virtue, courtesy and altruism
level were significantly related to the perceived level of
empowerment of teachers.
School heads’ use of power is significantly related to
the level of empowerment of teachers. Specifically, expert,
reward and legitimate powers were significantly related to
the level of empowerment while referent and coercive powers
