Working Conditions and Willingness to Serve in the Profession as Predictors of Organizational Behavior among Public School Teachers

This study aimed to determine which domain of working conditions and willingness to serve in the profession significantly predicts organizational behavior among public school teachers in Cahilsot District for the school year 2022–2023. This study employed a quantitative non-experimental regression analysis approach and involved 120 public elementary school teachers from H.N. Cahilsot Central Elementary School. Statistical tools such as the mean, Pearson's correlation coefficient (Pearson r), and regression analysis were used for data analysis. Results revealed that teachers' working conditions regarding facilities and resources, community support and involvement, professional development, and equity were good. Teachers also showed a high willingness to serve in the profession, particularly in motivation, norms, duties, and responsibilities. Furthermore, organizational behavior was consistently observed regarding self-management, professionalism, result focus, teamwork, service orientation, innovation, core skills, managing diversity, and accountability. Significant relationships were found between working conditions and organizational behavior, as well as between willingness to serve and organizational behavior. Additionally, community support and involvement, professional involvement, and duties and responsibilities were found to predict public school teachers' organizational behavior significantly. Strengthening community support, enhancing professional development, and clarifying duties and responsibilities can significantly improve teachers’ organizational behavior and dedication to the profession.