2026 IJRSE – Volume 15 Issue 23
Available Online: 31 October 2026
Author/s:
Santiago, Rea V.
Department of Education- SDO Nueva Vizcaya, Philippines
Naui, Jesusa L.*
Nueva Vizcaya State University, Philippines
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the levels of collective teacher efficacy and organizational commitment and determined the relationship between these variables among 94 public elementary school teachers in Aritao I District during the academic year 2026–2027. A quantitative descriptive-correlational research design was employed. Data were gathered using valid and reliable research instruments and analyzed through mean and Spearman rank-order correlation coefficient, with the hypothesis tested at the 0.05 level of significance. Findings showed that the respondents demonstrated an Outstanding level of collective teacher efficacy (M = 4.58), with positive school climate obtaining the highest mean (M = 4.73), followed by community participation (M = 4.65) and teaching (M = 4.62). Decision-making (M = 4.47) and familial participation (M = 4.46) were rated Very Good. The respondents likewise demonstrated a Very Good level of organizational commitment (M = 4.14), with affective commitment obtaining the highest mean (M = 4.34), followed by normative commitment (M = 4.22) and continuance commitment (M = 3.87). The analysis further revealed a weak positive but statistically nonsignificant relationship between collective teacher efficacy and organizational commitment (ρ = 0.118, p = .248). Hence, the null hypothesis was not rejected. The findings indicated that although teachers exhibited strong collective efficacy and organizational commitment, collective efficacy was not significantly associated with organizational commitment. Based on the salient findings, a professional development program entitled “Strengthening Collective Teacher Efficacy and Organizational Commitment: A Professional Development Program for Collaborative, Engaged, and Committed Teachers” was developed to address identified areas for improvement, particularly decision-making and familial participation, and to further strengthen teachers’ professional capacity and organizational commitment.
Keywords: collective teacher efficacy, organizational commitment, public elementary school teachers
DOI: https://doi.org/10.5861/ijrse.2026.26313
Cite this article:
Santiago, R. V., Naui, J. L., & Agustin, A. A. (2026). Collective teacher efficacy and organizational commitment of public elementary school teachers in Aritao I District. International Journal of Research Studies in Education, 15(23), 27-36. https://doi.org/10.5861/ijrse.2026.26313
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