Teachers’ Motivational Factor and Commitment as Camp Volunteers in the National Learning Camp

This study examined the motivational factors and commitment levels of teachers who volunteered for the National Learning Camp (NLC) in the Pangantucan South District, Division of Bukidnon, during the school year 2024-2025. Specifically, it explored the socio-demographic profile of teacher volunteers, their key motivational factors, and their levels of commitment. The study also analyzed whether socio-demographic characteristics influenced commitment levels and assessed the relationship between teachers’ motivational factors and their commitment to volunteer work. Descriptive statistics, Pearson’s Product-Moment Correlation, and Analysis of Variance (ANOVA) were employed to interpret the data. Findings revealed that most teacher volunteers were young professionals, predominantly female, with limited years of teaching experience. The strongest motivational factors were intrinsic motivation, professional development, and networking opportunities. Teachers demonstrated a very high level of commitment, particularly in their emotional connection to the camp’s goals and belief in its positive impact on student learning. Statistical analyses indicated no significant differences in commitment levels based on socio-demographic characteristics, and most motivational factors did not significantly correlate with commitment. However, networking opportunities exhibited a significant positive relationship with commitment, underscoring their role in sustaining teacher engagement. Based on these findings, it is recommended that the NLC implement strategies to encourage the participation of experienced teachers, provide structured professional development programs, and enhance networking opportunities. Commitment and engagement in volunteer initiatives. Future research may explore additional factors affecting teacher volunteerism, such as institutional support and work environment.