A STRUCTURAL Equation Model on Teacher Commitment in the Context of Educational Management Practices, School Culture and Behavioral COMPETENCIES

Abstract

Teacher commitment has been confronted with challenges as teachers navigate the increasingly evolving global and national educational landscape. This is especially true during transitional periods when many teachers experience feelings of uncertainty and perplexity. The objective of this quantitative study was to test the validity of a multi-variate model that best fits in predicting the commitment of senior high school teachers using Structural Equation Modeling. The study employed public school senior high school teachers in Region XI using stratified quota sampling. The data were collected using an adapted and modified survey instrument. The result showed a very high level of school principal’s educational management practices and behavioral competencies, school culture, and teacher commitment.  Moreover, teacher commitment has a positive and strong significant correlation with educational management practices, school culture and behavioral competencies of school heads. The best-fit model demonstrated the direct influence of educational management practices on school culture and teacher commitment. The school culture indirectly influenced teacher commitment through the mediating effect of behavioral competencies.