Abstract
Employee commitment plays a significant role in every organization. Even when stressed, employees remain committed to work whenever they feel secure and motivated. This study seeks to determine the levels of organizational commitment and occupational stress among teachers and their relationships. It utilized the descriptive correlational research method and applied the following statistical analysis: mean, Pearson-r, and regression using SPSS software. The research locale of this study is the branches and the main campus of the college. The results revealed that the level of occupational stress among teachers is very high, especially in non-teaching activities and the misbehavior of students. On the other hand, organizational commitment among teachers is occasionally demonstrated in terms of affective, continuance, and normative commitment. The Pearson correlation coefficient revealed an inverse relationship between occupational stress and organizational commitment, with an r-value of -.473. This indicates that as occupational stress increases, organizational commitment decreases, and vice versa. Moreover, time bindings, lack of cooperation, misbehavior of students, and non-teaching activities are the indicators that have significantly influenced organizational commitment, with a p-value less than the set level of significance. Hence, it is recommended to include a stress management seminar as one of the wellness programs to cope with stress, and craft faculty development programs that will lessen occupational stress and boost teachers' commitment to work and the organization.
