Effect of Organizational Commitment on Turnover Intention of Senior High Private School Teachers in Cebu City, Philippines

Abstract

The additional two years of the country's basic education program worsened the private school teacher shortages, posing a potential problem to retain competent teachers as they are affected by teachers' migration to public schools. This paper examined the effect of organizational commitment on turnover intention of senior high (S.H.) private school teachers in one of the biggest cities in the country. Purposive sampling was used to collect data from the top four S.H. private schools in Cebu City with the highest number of students. A total of 220 Cebu City-based teachers completed the survey. Confirmatory factor analysis was used to analyze the collected data. Results show that affective and normative commitments have significant and negative relationships with turnover intention. These results suggest that private schools in Cebu City need to develop activities that can build teacher-institution relationships to increase the emotional attachment and obligations of the teachers to stay for their students and institution. The study recommends to conduct a study exploring mediating factors (e.g., job satisfaction and employee empowerment) to provide more comprehensive results on turnover intention.

Job Satisfaction, Organizational Culture and Work-Life Balance: Structural Equation Model of Organizational Commitment Among Public School Teachers

“…They regularly arrive late to class and abuse sick days to avoid working (Limon, 2022). Furthermore, it posited that teachers lacking organizational commitment plan to resign from their positions or transfer to different institutions (Oberes & Tan, 2022). As a result, teachers who lack organizational commitment prioritize their success over that of the business, which hampers their capacity to support students in obtaining academic achievement and their involvement in providing high-quality instruction (Qin, 2022).…”