Organizational Commitment and Work Motivation as Predictors of Well-Being Among Newly Hired Teachers

This study examined the predicted relationship among organizational commitment, work motivation, and the well-being of newly hired teachers in the Tboli II District, Division of South Cotabato, Philippines. A quantitative non-experimental descriptive-correlation and predictive design was employed to collect data from 92 newly hired elementary teachers using validated scales that assessed commitment (affective, continuance, and normative), work motivation (interpersonal relationships, achievement, working conditions, and responsibility), and well-being (psychological and professional). Descriptive analysis indicated high levels in all three principal variables. Pearson correlation analysis revealed substantial positive correlations between organizational commitment and well-being (r = .745, p < .01), as well as between work motivation and well-being (r = .775, p < .01). Multiple regression analysis indicated that organizational commitment and work motivation strongly predict teacher well-being, collectively accounting for 64.6% of the variation (R^2 = .646, F(2, 89) = 82.26, p < .001). These findings indicate that augmenting administrative support and professional success is essential for the retention and emotional well-being of early-career teachers.