The Mediating Role of Self-Esteem on the Relationship Between Teachers’ Involvement in Decision-Making and Commitment Among Newly Hired Elementary Teachers of T’boli 2 District

This study examined the mediating role of self-esteem in the relationship between teachers’ involvement in decision-making and commitment among newly hired elementary teachers in T’boli 2 District, South Cotabato. The study employed a quantitative non-experimental research design using mediation analysis to determine whether self-esteem influenced the relationship between teachers’ involvement in decision-making and their level of commitment. A total of 92 newly hired elementary teachers were selected through purposive sampling to participate in the study. Data were gathered using adapted and validated survey questionnaires that measured teachers’ involvement in decision-making, self-esteem, and commitment. Statistical tools such as mean, Pearson product-moment correlation, and path analysis were utilized to analyze the collected data. The findings revealed that newly hired teachers demonstrated very high levels of self-esteem (M = 3.90), involvement in decision-making (M = 3.80), and commitment (M = 3.80). Significant relationships were identified between teachers’ involvement in decision-making and commitment r=.82, p<.05, as well as between teachers’ involvement in decision-making and self-esteem r=.78, p<.05. Moreover, self-esteem was also significantly associated with teacher commitment. Results of the mediation analysis indicated that self-esteem partially mediated the relationship between teachers’ involvement in decision-making and commitment. This suggests that when newly hired teachers are actively involved in school decision-making processes, their self-esteem improves, which in turn strengthens their commitment to the profession. The study highlights the importance of participatory school practices and supportive professional environments in enhancing teacher self-esteem and commitment.