Professional commitment of public secondary school teachers : a causal model

Abstract

This study sought to examine whether factors such as ethical integrity, emotional intelligence, and work environment affect teachers' professional commitment. Five hypothesized models involving the preceding variables were crafted using the structural equation model (SEM). The data were collated from 400 respondents identified through stratified sampling covering the respondents from public secondary high schools in Region XI. Aside from SEM, descriptive statistics and correlation were employed in meeting the objectives regarding the level of each variable and interrelationship. The level of ethical integrity is very high, the level of emotional intelligence is high, the level of work environment is very high, and the professional commitment of teachers is high. The result also shows a significant relationship between ethical integrity and professional commitment, emotional intelligence and professional commitment, and work environment and performance commitment. Model 5 emerged as the best-fit model of the five hypothesized models. It highlights the importance work environment in the professional commitment of teachers. This means that the causes of professional commitment lean on the work environment stipulated by academic leaders and educational advocates. In addition, healthy security in terms of salary and benefits and a conducive working environment could mean a higher sense of teachers' professional commitment to their profession.