Author

Rodrigo V. Pascua
Northeastern College
Santiago City, Isabela, Philippines
Email: rodrigo.pascua0331@gmail.com

Abstract

Organizational commitment is a key determinant of employee effectiveness and institutional stability in educational settings, yet empirical evidence on its multidimensional structure among public elementary educators remains limited in local contexts. This study examined the affective, continuance, and normative organizational commitment of school heads and teachers in the Schools Division of Isabela for the school year 2022-2023. Using a descriptive survey design, data were collected from 30 school heads and 60 teachers through a structured questionnaire adapted from established commitment scales and analyzed using descriptive statistics and t-tests. Results indicated high levels of commitment across all dimensions, with affective commitment registering the highest average weighted mean (4.76 for school heads; 4.75 for teachers), followed by normative (4.69; 4.70) and continuance commitment (4.67; 4.67). Respondents strongly agreed on factors influencing commitment (grand means: 4.67; 4.70). A significant difference was found in perceptions of influencing factors (p = .025), but not in overall commitment levels (p = .05). Findings highlight the role of supportive organizational conditions in sustaining educator commitment.

Keywords: Organizational commitment, affective commitment, normative commitment, continuance commitment, public elementary schools

DOI: http://doi.org/10.69651/PIJHSS0501785

Recommended citation:
Pascua, R. V. (2026). Affective, continuance, and normative commitment of teachers and school heads of the Schools Division of Isabela: An examination of construct validity. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8734-8742. http://doi.org/10.69651/PIJHSS0501785

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