Abstract
Teachers play an essential part in molding and imparting knowledge to the young minds of the students. The more teachers feel valued in their school, the more productive they are. Retaining and satisfying dedicated teachers becomes important. This study developed a structural model of teachers’ commitment, retention, and satisfaction with performance. Four hundred twenty-two (422) secondary private school teachers participated in the study. Descriptive correlational and causal-comparative research designs were employed. Valid and reliable survey questionnaires were used as data collection tools. Structural Equation Model (SEM) was developed using AMOS. Results revealed that secondary private school teachers have a high level of commitment. Teachers are highly satisfied with advancement, recognition, working conditions, and interpersonal relationships. Teachers are just moderately satisfied with their salaries. There is a significant relationship between performance and organizational commitment, employee retention, and job satisfaction, and is also positive. The best predictors of teachers’ performance are affective commitment, interpersonal relationships, working conditions, advancement and normative commitment, and intent to stay. All these predictors have a positive and direct impact on teachers’ performance. The best model fit that explains teachers' job performance is Structural Model 5, anchored on organizational commitment, employee retention, and job satisfaction. Thus, the researcher recommends that DepEd should ensure that private schools maintain high standards and that teachers adequately be trained. Collaboration, reflection, and feedback help teachers improve their teaching skills and personal growth. School administrators and school principals can design programs and activities centered on improving the commitment, retention, and satisfaction of the teachers. Also, teachers might explore the importance of commitment in their schools.
