Examining School Climate and Teachers’ Organizational Commitment


  • Abegail Palos Simbre
  • Inero Valbuena Ancho


school climate, organizational commitment, school-based management, school management.


This study examined the school climate, teachers’ organizational commitment, investigated the perceived school climate of the participating schools, and teachers’ organizational commitment. It aimed to contribute to the knowledge and understanding of the effects of the school climate on teachers’ organizational commitment. Data were gathered from six participating schools from all districts of the Schools Division of Quezon City. The study was descriptive in nature and the respondents’ responses were measured through a survey which was followed by interview and focus group discussions to probe and constructively discuss what factors would improve or strengthen teachers’ organizational commitment and school climate. In total, 218 teachers and 6 principals participated. The instrument used to measure school climate was based from the School Climate Assessment Instrument (SCAI) developed by John Schindler of the California State University and the Three-Component Organizational Commitment Questionnaire developed by Natalie Allen and John Mayer to assess the respondents’ organizational commitment. The results suggested a strong positive relationship between school climate and teachers’ organizational commitment. Moreover, the results proved that school climate influenced the teachers’ organizational commitment and elicited other factors that somehow affected their organizational commitment.


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