Abstract
This study investigated the relationship between teachers' commitment levels and their teaching performance as a basis for designing a training program for the school year 2023-2024. Specifically, the study aimed to understand teachers' perceptions regarding the factors influencing their commitment, classified into affective, continuous, and normative commitment. It also sought to determine if there were significant differences in respondents' perceptions across these commitment dimensions. Key findings revealed that teachers generally held a positive perception of their commitment levels, reflected in a grand weighted mean of 3.64, corresponding to a verbal interpretation of "Strongly Agree." In terms of teaching performance, teachers' ratings from the school year 2022-2023 averaged 4.33, rated as "Very Satisfactory" based on individual performance commitment and review forms. However, statistical analysis showed no significant relationship between teachers’ commitment levels and their performance ratings, indicating that while teachers felt strongly committed, this did not necessarily correlate with measurable teaching performance outcomes. These findings suggest that factors influencing commitment may not directly impact performance, highlighting the need for targeted professional development that addresses both commitment and other performance-enhancing areas. The study's insights could inform the development of a more nuanced training program tailored to support teachers' holistic growth and effectiveness.
