This document discusses organizational commitment among teachers. It defines commitment as the state of being dedicated to a cause or activity. There are three types of organizational commitment: affective commitment based on emotional attachment, continuance commitment based on awareness of costs of leaving, and normative commitment based on feelings of obligation. Key strategies to increase organizational commitment include strong leadership that inspires and supports teachers, and opportunities for continuing professional development. Effective communication is also important. The goal is to develop committed and dedicated teachers who support the school's vision of producing well-rounded, civic-minded graduates.

1. Republic of the Philippines
Department of Education
Taguig and Pateros
PRES. DIOSDADO MACAPAGAL HIGH SCHOOL
Signal Village National High School-Annex
8th Stree, Barangay Katuparan, GHQ Village, Taguig City
UNDERSTANDING ORGANIZATIONAL
COMMITMENT AMONG TEACHERS
Kathleen C. Abaja
Faculty
Senior High School Department

2. SCOPE OF DISCUSSION

3. Definition of
Terms

6. commitmentcommitment
/k m tm( )nt/əˈ ɪ ə/k m tm( )nt/əˈ ɪ ə
mass nounmass noun The state or quality ofThe state or quality of
being dedicated to a cause, activity,being dedicated to a cause, activity,
etc.etc.
‘‘the company's commitment tothe company's commitment to
quality’quality’
https://en.oxforddictionaries.com/definition/commitment

11. TYPES OF
ORGANIZATION
AL
COMMITMENT

12. TYPES OF ORGANIZATIONAL
COMMITMENT

13. • A desire on the part of
a teacher to remain a
member of an
organization because
of an emotional
attachment to, or
involvement in, that
organization.

14. • I feel a strong sense of belonging to my school.
• I talk up this school to my friends as a great school
to work for.
• I would be very happy to spend the rest of my
career with this school.
• This school really ensures the very best in my way
of teaching.
• I am extremely glad that I chose this school to work
for.
AFFECTIVE COMMITMENT

15. • A desire on the part of
a teacher to remain a
member of an
organization because
of an awareness of the
costs associated with
leaving

16. •I have invested a great deal of effort/time so I
have to remain in my school.
•I have gained friends and established the
people's trust in this school.
•Much of my contribution is dedicated to this
school.
•I have fulfilled many of my accomplishments in
this school.
•I have devoted my life to this school.

17. • A desire on the part of a teacher to remain a
member of an organization because of a
feeling of obligation

18. • I am responsible on the students' conduct and discipline.
• I devote myself in putting a great deal of effort beyond what is
normally expected in order to help this school be successful.
• I am in-charge of developing the student's content knowledge
and academic skills to attain their full potentials.
• I am accountable on my students' welfare and on shaping
their future.
• I carry the load of inculcating the minds of my students how
to be responsible citizens of the society.

20. IMPORTANCE OF COMMITMENT

22. PDMHS VisionPDMHS Vision
To produce high schoolTo produce high school
graduates who are God-graduates who are God-
fearing, morally upright,fearing, morally upright,
socially responsible, creativesocially responsible, creative
thinker, civic-spirited and lifethinker, civic-spirited and life
skilled - a product of holisticskilled - a product of holistic
and innovative learning.and innovative learning.

25. KEY
STRATEGIES TO
INCREASE
ORGANIZATION
AL
COMMITMENT

26. MAIN REASONS PEOPLE LEAVE IN AN
ORGANIZATION

27. LEADERSHIP

28. 1. Expresses confidence and
optimism in the teachers.
2. Demonstrates dedication to
the school.
3. Displays high level of
ethical and moral conduct.
4. Shows firmness in
adhering with school's
policies.
5. Encourages discipline
among teachers.
IDEALIZED INFLUENCE
1. Develops commitment and
dedication in the teaching
profession.
2. Collaborates with
stakeholders in sharing an
exciting dream of their future in
the school.
3. Shares a clear and appealing
view of the teachers' future.
4. Emphasizes the importance
of having shared responsibilities.
5. Encourages teachers to be a
part of the overall organizational
culture and environment.
INSPIRATIONAL
MOTIVATION

29. 1. Treats teachers as an
individual with unique needs and
expertise.
2. Ensures fair workload
distribution.
3. Understands teachers'
strengths and weaknesses and
motivates each individual.
4. Personally interacts with
teachers about their concerns.
5. Undertakes individualized
career counseling and
mentoring.
INDIVIDUALIZED
CONSIDERATION
1. Encourages teachers to
participate when it comes to
decision-making.
2. Provides extensive training to
develop teachers' knowledge and
skills.
3. Challenges teachers to try out
new and innovative ways to
improve their teaching.
4. Provides necessary resources to
support teachers' job properly.
5. Offers encouragement to the
teachers on how to advance their
careers and encourage them to
develop their skills to grow
professionally.
INTELLECTUAL
STIMULATION

30. CONTINUING PROFESSIONAL TEACHER
DEVELOPMENT
Professional development is defined as
activities that develop an individual’s
skills, knowledge, expertise and other
characteristics as a teacher.

31. CONTINUING PROFESSIONAL TEACHER
DEVELOPMENT
TEACHER PRIORITY
ACTIVITIES
These are the activities
chosen by teachers
themselves for their own
growth and improvement.
Example: Understanding
Organizational Commitment
Among Teachers
SCHOOL PRIORITY
ACTIVITIES
These are the activities
undertaken by the school that
focus on school development
for the improvement of the
student’s academic learning.
Example: The Learning
Resources Management and
Development System
(LRMDS)
The professional development activities are grouped into two
categories:

32. CONTINUING PROFESSIONAL TEACHER
DEVELOPMENT

33. EFFECTIVE COMMUNICATION