WORKING Conditions and Social-Emotional Competence as Determinants of Organizational Commitment among Public Secondary School Teachers in Compostela East DISTRICT

Abstract

The study utilized the quantitative research, specifically descriptive correlational design to determine the influence of working conditions and social-emotional competence on the organizational commitment of public secondary school teachers in the Division of Davao de Oro, Compostela East District. Stratified random sampling technique was employed in determining the population of the public secondary school teachers as respondents who were chosen based on the inclusion criteria. Three validated adapted questionnaires with a five-point Likert scale, were used to gather the needed data for this study. The statistical tools used were Mean, Standard Deviation, and Pearson r. Results of the study showed that the status of working conditions and organizational commitment were both rated as high while social-emotional competence was rated very high.  Further, both working conditions and social-emotional competence had no significant relationship on organizational commitment.