Fostering Teacher Engagement and Commitment in Philippine Public Schools: The Impact of Job Satisfaction and the Proposed THRIVE Program
DOI:
https://doi.org/10.69569/jip.2026.175Keywords:
Job satisfaction, Organizational commitment, Philippines, Teacher engagement, THRIVE programAbstract
This study investigates the relationships among job satisfaction, teacher engagement, and organizational commitment among public school teachers in Sipalay City, Philippines, within the context of the COVID-19 pandemic-induced "new normal." Despite extensive global research on these constructs, there remains a significant gap in understanding their interactions within Filipino public schools during times of crisis. The primary objectives are to examine the direct effects of job satisfaction on engagement and commitment, and to assess whether engagement mediates the satisfaction commitment relationship. Employing a quantitative, cross-sectional design, data were collected from a sample of 853 teachers using validated, culturally adapted instruments. Structural Equation Modeling (SEM) revealed that job satisfaction significantly predicts both engagement (β = 0.084, p = 0.037) and organizational commitment (β = 0.084, p = 0.009), while engagement strongly predicts commitment (β = 0.629, p < 0.001). Partial mediation was observed, with engagement partially transmitting the influence of satisfaction on commitment (β = 0.053, p = 0.02). Model fit indices indicated an adequate fit (e.g., RMSEA = 0.068, CFI = 0.962). Findings underscore the importance of fostering teacher engagement strategies alongside satisfaction to enhance organizational loyalty, informing targeted policy initiatives such as the proposed THRIVE Program.
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