THE INFLUENCE OF ORGANIZATIONAL COMMITMENT AND EMPLOYEE ENGAGEMENT ON TEACHER WORK SATISFACTION: A REGRESSION ANALYSIS.

Educational Administration

This study investigated the influence of organizational commitment and employee engagement on teacher work satisfaction among public school teachers in San Isidro District, Davao del Norte, during the academic year 2024–2025. A total of 215 teachers from ten selected primary and secondary schools participated using universal sampling techniques. The research focused on four dimensions of teacher work satisfaction: job security, work environment, job responsibilities, and community attachments and linkages. Teachers generally reported high levels of work satisfaction, particularly in relation to job responsibilities and community involvement. However, teacher work satisfaction with the work environment was relatively lower. Regression analysis revealed that organizational commitment significantly predicted teacher work satisfaction. Affective commitment and continuance commitment emerged as significant positive predictors, suggesting that emotional attachment and perceived value in remaining with the organization contributed meaningfully to satisfaction. Normative commitment did not show a significant effect, indicating that a sense of obligation alone did not enhance satisfaction. In contrast, employee engagement measured through cognitive, emotional, and behavioral dimensions did not significantly influence teacher work satisfaction. These results indicated that while engagement was present, it did not directly translate into higher satisfaction without strong organizational support. The findings underscored the importance of fostering affective and continuance commitment through supportive leadership, professional development, and recognition. Institutional strategies that strengthened organizational ties appeared more effective in improving teacher satisfaction than engagement efforts alone.

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