TEACHERS PROFESSIONAL AND ORGANIZATIONAL. pdf
TEACHERS’ PROFESSIONAL AND ORGANIZATIONAL COMMITMENT,
ORGANIZATIONAL CITIZENSHIP BEHAVIOR AND EMPOWERMENT
MARLO DINEROS ALVAREZ
A Dissertation
Submitted in Partial Fulfillment
of the Requirements for the Degree
DOCTOR OF PHILOSOPHY IN EDUCATION
Major in Educational Management
University of Eastern Philippines
University Town, Northern Samar
April 2013
i
APPROVAL SHEET
This dissertation titled TEACHERS’ PROFESSIONAL AND
ORGANIZATIONAL
COMMITMENT,
ORGANIZATIONAL
CITIZENSHIP
BEHAVIOR AND EMPOWERMENT prepared and submitted by MARLO
DINEROS ALVAREZ, in partial fulfillment of the requirements
for the degree Doctor of Philosophy in Education major in
Educational Management is hereby recommended for acceptance
and approval.
TITO M. CABILI, PhD
Adviser
Date:_____________
Recommended for acceptance and approval:
PANEL OF EXAMINERS
BENJAMIN D. VARELA, PhD
Member
Date: ___________
ROGELIO A. BANAGBANAG, DALL
Member
Date: ______________
RONATO S. BALLADO, Ed.D.
Member
Date: ____________
LEAH A. DE ASIS, PhD
Chairman
Date: ____________
Accepted and approved in partial fulfillment of the
requirements for the degree Doctor of Philosophy in
Education major in Educational Management.
VIRGINIA G. BALANON, PhD
Director, UEP Graduate Studies
Date: ______________
ii
ABSTRACT
Title
TEACHERS’ PROFESSIONAL AND ORGANIZATIONAL
COMMITMENT,
ORGANIZATIONAL
CITIZENSHIP
BEHAVIOR AND EMPOWERMENT
:
Researcher :
MARLO DINEROS ALVAREZ
Adviser
:
TITO M. CABILI, PhD
School
:
UNIVERSITY OF EASTERN PHILIPPINES
School Year :
2012-2013
Degree
:
DOCTOR OF PHILOSOPHY
___________________________________________________________
This
study
focused
on
the
determining
teachers’
professional and organizational commitment, organizational
citizenship
behavior
and
their
empowerment.
It
aimed
further to determine the profile of teachers in terms of
age,
gender,
experience,
assignments
location,
commitment
educational
year/grade
aside
from
degree
of
in
attainment,
taught,
subjects
teaching,
school
professional
terms
years
of
teaching
taught,
type
and
affective,
of
and
other
school
organizational
continuance
and
normative, organizational citizenship behavior in terms of
conscientiousness,
level
of
civic
empowerment
decision-making,
in
virtue,
terms
professional
courtesy
of
sense
growth,
and
of
altruism,
respect,
self-efficacy,
autonomy in scheduling and impact, school heads’ use of
power in terms of expert, reward, referent, coercive and
iii
legitimate power as perceived by elementary and secondary
school
teachers
assigned
in
the
central
and
barangay
schools in the three geographical areas: Balicuatro area,
Central area and Pacific area and Catubig Valley.
A
test
difference
was
conducted
between
the
to
find
out
professional
if
and
there
was
a
organizational
commitment, organizational citizenship behavior, perceived
level of empowerment and school heads’
perceived
assigned
by
in
teachers
elementary
in
the
and
three
use of power as
geographical
areas
schools
those
secondary
and
assigned also in the barangay and central schools. A test
to determine the difference was also conducted between the
perceived level of empowerment of teachers with respect to
their profile: age, gender, educational attainment, years
of
teaching
assignments
experience,
aside
from
year
or
teaching,
grade
school
taught,
type
and
other
school
location. And a test was conducted to find out if there was
a
relationship
organizational
between
the
degree
commitment,
of
professional
organizational
and
citizenship
behavior and school heads’ use of power as perceived by
teachers and their level of empowerment.
The
through
mixed
method
combining
descriptive-correlational
qualitative-analytical
approach
iv
quantitative
design
was
research
aided
utilized.
by
a
The
questionnaire together with observations and unstructured
interviews served as the instrument for collecting data.
The 4,511 teachers, 3,280 teachers in the elementary and
1,231
teachers
stratified
in
the
secondary,
proportional
by
were
districts
sampled
and
using
by
level
(elementary and secondary) in the three geographical areas
and the total sample used was 358, 262 from elementary and
96 from secondary.
The profile of the teachers showed that a majority of
the teachers were female and were in their middle years of
the teaching career. Most of the teachers earned units in
masteral,
doing
were
multiple
assigned
handling
multiple
assignments
in
central
aside
grade
from
schools
or
year
teaching
levels,
and
(elementary)
were
and
general/national high schools (secondary). A majority of
the teachers were teaching multiple subjects.
As to their
affective professional commitment, both
the elementary and secondary school teachers were averagely
committed.
Under
continuance
professional
commitment,
elementary and secondary school teachers in Balicuatro area
were very highly committed and highly committed and the
rest of elementary and secondary teachers in the Central
and Pacific area and Catubig Valley were highly committed.
For the normative professional commitment, both elementary
v
and secondary school teachers in the Balicuatro and Central
area were highly committed while elementary school teachers
in
the
Pacific
committed
and
area
and
secondary
Catubig
Valley
teachers
were
were
highly
very
highly
committed.
It was determined that the affective organizational
commitment of elementary and secondary school teachers were
both
average
commitment,
while
in
elementary
the
and
continuance
secondary
organizational
school
teachers
assigned in the Central and Pacific area and Catubig Valley
were
high
elementary
and
those
school
assigned
teachers
in
the
were
Balicuatro
highly
committed
area,
and
secondary school teachers were very highly committed. Both
elementary
and
secondary
school
teachers
in
the
three
geographical areas were averagely committed except for the
secondary
school
teachers
assigned
in
the
central
area
because they have high commitment.
Among
the
dimensions
of
organizational
citizenship
behavior of teachers in three geographical areas, only the
degree of conscientiousness and civic virtue were very high
while
the
degree
of
courtesy
of
the
elementary
and
secondary school teachers assigned in the Central area was
very high. The degree of courtesy of the elementary school
teachers assigned in the Balicuatro area was high while the
vi
secondary school teachers had very high degree of courtesy.
In the Pacific area and Catubig Valley, elementary school
teachers
were
highly
courteous
and
secondary
school
teachers were very highly courteous. The degree of altruism
of elementary and secondary school teachers in the Central
area was very high and while for elementary and secondary
school teachers in the Pacific area and Catubig Valley was
high. And in Balicuatro area, elementary school teachers
had
high
degree
of
altruism
and
the
secondary
school
teachers had very high.
The level of empowerment of elementary and secondary
school teachers in terms of sense of respect, professional
growth and self-efficacy in the three geographical areas
was
very
secondary
high.
school
For
decision-making,
teachers
in
the
elementary
Balicuatro
area
and
were
fairly empowered, elementary and secondary school teachers
in the Central area were highly empowered. In the Pacific
area and Catubig Valley, elementary school teachers were
highly empowered but secondary school teachers were less
empowered. The level of impact as perceived by elementary
and secondary school teachers in the Central and Pacific
area
and
Catubig
Valley
was
high
while
the
elementary
school teachers assigned in the Balicuatro area were highly
empowered
and
secondary
school
vii
teachers
were
fairly
empowered. The level of autonomy in scheduling the learning
tasks of elementary and secondary school teachers in the
Central and Pacific area and Catubig Valley was high while
the elementary school teachers assigned in the Balicuatro
area were highly empowered while secondary school teachers
were fairly empowered.
In terms of the degree of impact of school heads’ use
of power, it was found out that expert, referent, reward
and legitimate powers of school heads had high impact to
teachers in three geographical areas. It was also found out
that
there
was
an
average
impact
of
coercive
power
of
school heads to teachers in the Balicuatro area.
For the test of difference between the professional
commitment,
citizenship
organizational
behavior,
commitment,
level
of
organizational
empowerment
and
school
heads' use of power in the three geographical areas, the
statistical analysis revealed the following:
There was a significant difference in the level of
affective professional commitment of teachers in the three
geographical areas.
It was also found out that there was a significant
difference in the level of the continuance organizational
commitment of teachers in the three geographical areas.
viii
Of the four dimensions of organizational citizenship
behavior in the three geographical areas, only altruism was
found to have significant difference.
Of the six dimensions of teacher empowerment in the
three geographical areas, the level of decision-making and
impact were found to have significant difference in the
three geographical areas.
It
was
found
out
that
the
degree
of
impact
of
referent, coercive and legitimate powers of school heads
were significantly different as perceived by teachers in
the three geographical areas.
For the test of differences, continuance and normative
professional
commitments
were
found
to
be
significantly
different between elementary and secondary school teachers
while affective professional commitment was found to have
no difference.
There was a significant difference in the affective
organizational
and
secondary
commitment
school
of
teachers
teachers
while
between
elementary
continuance
and
normative were found no significant difference.
There
virtue,
was
a
courtesy
significant
and
difference
altruism
of
in
the
teachers
civic
between
elementary and secondary level while for conscientiousness
there was no difference.
ix
Professional
between
growth,
elementary
and
significantly
different
making,
of
sense
self-efficacy
secondary
while
respect
and
the
and
impact
level
teachers
levels
autonomy
of
in
were
decision-
scheduling
of
learning task were found to have no difference.
The degree of impact of expert, reward, coercive and
legitimate powers of school heads between elementary and
secondary
school
teachers
were
significantly
different
while for referent power there was no difference.
A
test
difference
civic
established
between
virtue
of
the
that
there
degree
teachers
of
assigned
was
a
significant
conscientiousness
in
the
central
and
and
barangay schools.
The degree of impact of expert, reward, referent and
coercive powers of school heads towards teachers assigned
in
the
central
and
barangay
schools
were
significantly
different.
For the test of difference, the computations revealed
that age, gender, educational attainment and school type
were determinants of empowerment level of teachers while
the
years
taught,
of
teaching
subjects
taught
experience,
and
school
grade
or
locations
year
were
significantly related to their level of empowerment.
x
level
not
In the test of relationship, the results showed that
professional
and
organizational
commitment:
affective,
continuance and normative were significantly related to the
perceived level of empowerment of teachers.
Dimensions of organizational citizenship behavior such
as conscientiousness, civic virtue, courtesy and altruism
level were significantly related to the perceived level of
empowerment of teachers.
School heads’ use of power is significantly related to
the level of empowerment of teachers. Specifically, expert,
reward and legitimate powers were significantly related to
the level of empowerment while referent and coercive powers
were not significantly related.
xi
ORGANIZATIONAL CITIZENSHIP BEHAVIOR AND EMPOWERMENT
MARLO DINEROS ALVAREZ
A Dissertation
Submitted in Partial Fulfillment
of the Requirements for the Degree
DOCTOR OF PHILOSOPHY IN EDUCATION
Major in Educational Management
University of Eastern Philippines
University Town, Northern Samar
April 2013
i
APPROVAL SHEET
This dissertation titled TEACHERS’ PROFESSIONAL AND
ORGANIZATIONAL
COMMITMENT,
ORGANIZATIONAL
CITIZENSHIP
BEHAVIOR AND EMPOWERMENT prepared and submitted by MARLO
DINEROS ALVAREZ, in partial fulfillment of the requirements
for the degree Doctor of Philosophy in Education major in
Educational Management is hereby recommended for acceptance
and approval.
TITO M. CABILI, PhD
Adviser
Date:_____________
Recommended for acceptance and approval:
PANEL OF EXAMINERS
BENJAMIN D. VARELA, PhD
Member
Date: ___________
ROGELIO A. BANAGBANAG, DALL
Member
Date: ______________
RONATO S. BALLADO, Ed.D.
Member
Date: ____________
LEAH A. DE ASIS, PhD
Chairman
Date: ____________
Accepted and approved in partial fulfillment of the
requirements for the degree Doctor of Philosophy in
Education major in Educational Management.
VIRGINIA G. BALANON, PhD
Director, UEP Graduate Studies
Date: ______________
ii
ABSTRACT
Title
TEACHERS’ PROFESSIONAL AND ORGANIZATIONAL
COMMITMENT,
ORGANIZATIONAL
CITIZENSHIP
BEHAVIOR AND EMPOWERMENT
:
Researcher :
MARLO DINEROS ALVAREZ
Adviser
:
TITO M. CABILI, PhD
School
:
UNIVERSITY OF EASTERN PHILIPPINES
School Year :
2012-2013
Degree
:
DOCTOR OF PHILOSOPHY
___________________________________________________________
This
study
focused
on
the
determining
teachers’
professional and organizational commitment, organizational
citizenship
behavior
and
their
empowerment.
It
aimed
further to determine the profile of teachers in terms of
age,
gender,
experience,
assignments
location,
commitment
educational
year/grade
aside
from
degree
of
in
attainment,
taught,
subjects
teaching,
school
professional
terms
years
of
teaching
taught,
type
and
affective,
of
and
other
school
organizational
continuance
and
normative, organizational citizenship behavior in terms of
conscientiousness,
level
of
civic
empowerment
decision-making,
in
virtue,
terms
professional
courtesy
of
sense
growth,
and
of
altruism,
respect,
self-efficacy,
autonomy in scheduling and impact, school heads’ use of
power in terms of expert, reward, referent, coercive and
iii
legitimate power as perceived by elementary and secondary
school
teachers
assigned
in
the
central
and
barangay
schools in the three geographical areas: Balicuatro area,
Central area and Pacific area and Catubig Valley.
A
test
difference
was
conducted
between
the
to
find
out
professional
if
and
there
was
a
organizational
commitment, organizational citizenship behavior, perceived
level of empowerment and school heads’
perceived
assigned
by
in
teachers
elementary
in
the
and
three
use of power as
geographical
areas
schools
those
secondary
and
assigned also in the barangay and central schools. A test
to determine the difference was also conducted between the
perceived level of empowerment of teachers with respect to
their profile: age, gender, educational attainment, years
of
teaching
assignments
experience,
aside
from
year
or
teaching,
grade
school
taught,
type
and
other
school
location. And a test was conducted to find out if there was
a
relationship
organizational
between
the
degree
commitment,
of
professional
organizational
and
citizenship
behavior and school heads’ use of power as perceived by
teachers and their level of empowerment.
The
through
mixed
method
combining
descriptive-correlational
qualitative-analytical
approach
iv
quantitative
design
was
research
aided
utilized.
by
a
The
questionnaire together with observations and unstructured
interviews served as the instrument for collecting data.
The 4,511 teachers, 3,280 teachers in the elementary and
1,231
teachers
stratified
in
the
secondary,
proportional
by
were
districts
sampled
and
using
by
level
(elementary and secondary) in the three geographical areas
and the total sample used was 358, 262 from elementary and
96 from secondary.
The profile of the teachers showed that a majority of
the teachers were female and were in their middle years of
the teaching career. Most of the teachers earned units in
masteral,
doing
were
multiple
assigned
handling
multiple
assignments
in
central
aside
grade
from
schools
or
year
teaching
levels,
and
(elementary)
were
and
general/national high schools (secondary). A majority of
the teachers were teaching multiple subjects.
As to their
affective professional commitment, both
the elementary and secondary school teachers were averagely
committed.
Under
continuance
professional
commitment,
elementary and secondary school teachers in Balicuatro area
were very highly committed and highly committed and the
rest of elementary and secondary teachers in the Central
and Pacific area and Catubig Valley were highly committed.
For the normative professional commitment, both elementary
v
and secondary school teachers in the Balicuatro and Central
area were highly committed while elementary school teachers
in
the
Pacific
committed
and
area
and
secondary
Catubig
Valley
teachers
were
were
highly
very
highly
committed.
It was determined that the affective organizational
commitment of elementary and secondary school teachers were
both
average
commitment,
while
in
elementary
the
and
continuance
secondary
organizational
school
teachers
assigned in the Central and Pacific area and Catubig Valley
were
high
elementary
and
those
school
assigned
teachers
in
the
were
Balicuatro
highly
committed
area,
and
secondary school teachers were very highly committed. Both
elementary
and
secondary
school
teachers
in
the
three
geographical areas were averagely committed except for the
secondary
school
teachers
assigned
in
the
central
area
because they have high commitment.
Among
the
dimensions
of
organizational
citizenship
behavior of teachers in three geographical areas, only the
degree of conscientiousness and civic virtue were very high
while
the
degree
of
courtesy
of
the
elementary
and
secondary school teachers assigned in the Central area was
very high. The degree of courtesy of the elementary school
teachers assigned in the Balicuatro area was high while the
vi
secondary school teachers had very high degree of courtesy.
In the Pacific area and Catubig Valley, elementary school
teachers
were
highly
courteous
and
secondary
school
teachers were very highly courteous. The degree of altruism
of elementary and secondary school teachers in the Central
area was very high and while for elementary and secondary
school teachers in the Pacific area and Catubig Valley was
high. And in Balicuatro area, elementary school teachers
had
high
degree
of
altruism
and
the
secondary
school
teachers had very high.
The level of empowerment of elementary and secondary
school teachers in terms of sense of respect, professional
growth and self-efficacy in the three geographical areas
was
very
secondary
high.
school
For
decision-making,
teachers
in
the
elementary
Balicuatro
area
and
were
fairly empowered, elementary and secondary school teachers
in the Central area were highly empowered. In the Pacific
area and Catubig Valley, elementary school teachers were
highly empowered but secondary school teachers were less
empowered. The level of impact as perceived by elementary
and secondary school teachers in the Central and Pacific
area
and
Catubig
Valley
was
high
while
the
elementary
school teachers assigned in the Balicuatro area were highly
empowered
and
secondary
school
vii
teachers
were
fairly
empowered. The level of autonomy in scheduling the learning
tasks of elementary and secondary school teachers in the
Central and Pacific area and Catubig Valley was high while
the elementary school teachers assigned in the Balicuatro
area were highly empowered while secondary school teachers
were fairly empowered.
In terms of the degree of impact of school heads’ use
of power, it was found out that expert, referent, reward
and legitimate powers of school heads had high impact to
teachers in three geographical areas. It was also found out
that
there
was
an
average
impact
of
coercive
power
of
school heads to teachers in the Balicuatro area.
For the test of difference between the professional
commitment,
citizenship
organizational
behavior,
commitment,
level
of
organizational
empowerment
and
school
heads' use of power in the three geographical areas, the
statistical analysis revealed the following:
There was a significant difference in the level of
affective professional commitment of teachers in the three
geographical areas.
It was also found out that there was a significant
difference in the level of the continuance organizational
commitment of teachers in the three geographical areas.
viii
Of the four dimensions of organizational citizenship
behavior in the three geographical areas, only altruism was
found to have significant difference.
Of the six dimensions of teacher empowerment in the
three geographical areas, the level of decision-making and
impact were found to have significant difference in the
three geographical areas.
It
was
found
out
that
the
degree
of
impact
of
referent, coercive and legitimate powers of school heads
were significantly different as perceived by teachers in
the three geographical areas.
For the test of differences, continuance and normative
professional
commitments
were
found
to
be
significantly
different between elementary and secondary school teachers
while affective professional commitment was found to have
no difference.
There was a significant difference in the affective
organizational
and
secondary
commitment
school
of
teachers
teachers
while
between
elementary
continuance
and
normative were found no significant difference.
There
virtue,
was
a
courtesy
significant
and
difference
altruism
of
in
the
teachers
civic
between
elementary and secondary level while for conscientiousness
there was no difference.
ix
Professional
between
growth,
elementary
and
significantly
different
making,
of
sense
self-efficacy
secondary
while
respect
and
the
and
impact
level
teachers
levels
autonomy
of
in
were
decision-
scheduling
of
learning task were found to have no difference.
The degree of impact of expert, reward, coercive and
legitimate powers of school heads between elementary and
secondary
school
teachers
were
significantly
different
while for referent power there was no difference.
A
test
difference
civic
established
between
virtue
of
the
that
there
degree
teachers
of
assigned
was
a
significant
conscientiousness
in
the
central
and
and
barangay schools.
The degree of impact of expert, reward, referent and
coercive powers of school heads towards teachers assigned
in
the
central
and
barangay
schools
were
significantly
different.
For the test of difference, the computations revealed
that age, gender, educational attainment and school type
were determinants of empowerment level of teachers while
the
years
taught,
of
teaching
subjects
taught
experience,
and
school
grade
or
locations
year
were
significantly related to their level of empowerment.
x
level
not
In the test of relationship, the results showed that
professional
and
organizational
commitment:
affective,
continuance and normative were significantly related to the
perceived level of empowerment of teachers.
Dimensions of organizational citizenship behavior such
as conscientiousness, civic virtue, courtesy and altruism
level were significantly related to the perceived level of
empowerment of teachers.
School heads’ use of power is significantly related to
the level of empowerment of teachers. Specifically, expert,
reward and legitimate powers were significantly related to
the level of empowerment while referent and coercive powers
were not significantly related.
xi