A Correlational Analysis of Rights Cognizance and Organizational Commitment Among Filipino Elementary School Teachers
DOI:
https://doi.org/10.69569/jip.2025.680Keywords:
Educational policy, Legal awareness, Organizational commitment, Perceived support, Teacher rightsAbstract
Public school teachers often struggle to understand and assert their legally mandated rights, creating a gap that may weaken their sense of belonging and organizational commitment. This study examined the relationship between public school teachers’ understanding of their legally mandated rights and their organizational commitment in the District of Romblon, Philippines. A total of 287 elementary teachers participated in a descriptive-correlational survey that measured their knowledge, awareness, and attitudes toward educational rights, as well as affective, continuance, and normative commitment. Results showed that while most teachers reported high awareness and positive attitudes toward the implementation of their rights, their actual knowledge of specific legal provisions was low. Correlation analysis revealed that factual knowledge was not significantly related to organizational commitment, whereas both awareness and positive attitudes were strongly associated with higher commitment. These findings suggest that teachers’ perceptions and satisfaction with the implementation of rights are more influential in building commitment than detailed legal knowledge. The study highlights the importance of fostering a transparent and supportive organizational climate to strengthen teacher dedication and professional engagement.
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