Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6534542
Research Article

Amidst the COVID-19 Pandemic: Teacher's Commitment and Its Influence on Job
Performance

Francis Rayo*, John Allen Pablo, Reana Tuazon, Edmark Versoza, Rheza Mae Pacut, Wenelyn Dela Cruz, Mica
Mergenio, Shena Marie Pacano, Paula Mae Plamenco, Edlin Porras, Christine Paula Recaña, Jovelyn Teaño
For affiliations and correspondence, see the last page.

Abstract
The pandemic significantly affects all sectors, especially the education sector. This includes changing
the teaching pedagogy, learning setup, and educational goals. Thus, teachers directly impact the
learning process, the quality of students' work, and the patterns of competitive output. The academic
workforce's quality affects the quality of learners. To perform successfully, teachers with competence
certifications should teach subjects that are appropriate for their qualifications. Furthermore, this
study investigates the influence of teacher's commitment on their job performance amidst the
COVID-19 pandemic. Based on the statistical analysis, the respondents’ affective commitment (B=
2.02), continuance commitment (B= 1.06), and normative commitment (B= .51) are significant with
an associated probability greater than 0.05 alpha level of significance. Implications of the study were
discussed, and recommendations for future research were suggested.

Keywords: Job Performance, Commitment, COVID-19 Pandemic, Public SchoolTeachers,

Philippines

Introduction Furthermore, the performance of the teacher is a

The current academic year was unlike any other in my
experience as an undergraduate. Schools resumed in
the autumn of 2020, employing various in-person,
hybrid, and remote learning approaches after
countrywide school closures in the spring of 2020. As
a result, teachers had to become flexible and creative
in their approach to education, utilizing both
synchronous and asynchronous methods to engage
with their students, families, and other colleagues.
During the height of the epidemic, several teachers
returned to classroom instruction due to health
concerns. Concerns have been raised concerning an
increase in teacher turnover and future teacher
shortages as a consequence of teachers' high levels of
stress and burnout during these rare pandemic periods
(Zamaro, 2021).
Teachers directly influence the learning process,
learners' quality, and competitive output patterns. The
quality of the education workforce determines the
quality of learners. Teachers with competence
certifications should teach appropriate subjects for
their qualifications to perform successfully. However,
some teachers continue to teach inconsistent with their
competence credentials. This can lead to poor learning
quality if teachers do not effectively prepare,
implement, and evaluate their lessons, this
demonstrates the teachers' poor performance.
crucial aspect in determining a school's success. Also,
teachers' commitment to the teaching process is vital
(Istanti et al., 2020). According to Collie (2011),
teachers' commitment is critical for teachers, schools,
and pupils. It is intimately related to teaching and
learning, academic performance, and well-being. De
Lima (2015) mentioned the importance of the link
between professional commitment and teacher
performance reveals a significant association between
professional commitment and teacher performance.
Moreover, it means that teachers' commitment is
strongly linked to the quality of their job, which has a
significant effect on student progress. The study
indicates that professional commitment affects teacher
performance. Among the three markers of professional
commitment, only perseverance commitment had little
effect on teaching performance. Furthermore, the
findings revealed that teacher competency and
dedication had a considerable favorable influence on
professional teachers' performance. In addition,
employee job performance is an essential indicator of
organizational performance. Employee productivity is
crucial to an organization's ability to operate and
accomplish its goals. Job performance refers to a
teacher's accomplishments in a certain period of time.
Principals may help their instructors succeed by
recognizing their needs and trying to accommodate
them. Teachers' work performance is multifaceted.
Students' problems may be solved by continuously
considering individual differences among students and

Francis Rayo
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Research Article
using motivational tools (Limon et al., 2019).
Additionally, committed teachers' have a proclivity to
carry out the duties that their jobs include efficiently
and build positive teacher-student relationships
consistent with professional principles (Mart, 2012).
Meanwhile, to Manla's (2021) research, a school
atmosphere that encourages cooperation and teacher
decision-making is linked to improved morale, more
dedication to teaching, and longer tenure. A dedicated
teacher is a valuable asset in any school. A committed
teacher is more productive, less tardy, and less likely
to abandon the classroom. However, due to its
consequences for teacher retention, the topic of teacher
commitment has drawn global scholarly interest
(Troman, 2013). As Mayer (2006) mentioned, some
researchers claim that 21st-century new teachers are
less committed to teaching. Moreover, according to
Joffres et al. (2001), as a result, teacher absenteeism
soared, and several instructors pondered leaving the
field. Increasing teachers' commitment to the work can
help enhance teacher performance (Nellitawati, 2020).
Finally, this study determines the influence of
commitment on the teacher's performance amidst the
COVID-19 pandemic. The result of this study might
help the intended beneficiaries, and the basis for
intervention plans to improve teaching-learning
processes to achieve the highest level of personal
motivation, passion, and work satisfaction are crucial
variables for the success of education in terms of
performance.
Research Questions
This study investigates the influence of teachers'
commitment on their job performance. Specifically, it
sought to answer the following questions:
1. How may the teachers' commitment be
described using the following variables:
1. affective commitment;
2. continuance commitment; and
3. normative commitment?
2. How may the teachers' job performance be
described using the following variables:
1. self-management;
2. professionalism and ethics;
3. result focus;
4. teamwork;
5. service orientation;
6. innovation;
7. oral communication;
8. written communication; and
9. computer/ICT skills?
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3. Does commitment significantly influence the
teachers' job performance?
Literature Review
Affective Commitment
Affective commitment was taken from Sharma and
Dhar's (2015) Social Exchange Theory (SET).
Previous research has been demonstrated to favorably
enhance work performance conducted among non-
governmental universities in Ankara, Turkey (Inanc &
Ozdilek, 2015). According to Inanc & Ozdilek,
academics with a high level of emotional commitment
have a beneficial influence on their job happiness. As a
result, the academician feels more driven and
productive, resulting in superior work performance.
Another study conducted in Denmark found that while
emotional commitment had no significant link to
employees' intentions to resign, it negatively
influenced their job performance (Schoemmel &
Jnsson, 2014). Schoemmel and Jnsson observed that
an employee's level of emotional commitment
typically reflects their decision to leave the
organization. Factors that differ, such as the company's
building infrastructure, the organization's amenities,
and workplace disputes, all affect an employee's level
of emotional commitment. Employees' emotional tie to
the business enhances their trust in the organization as
well as their feeling of duty. According to Allen and
Meyers (1991), which was quoted in a research
conducted in Lahore, Pakistan by Basit (2018), this has
an impact on employee work performance. In addition,
past research has indicated that employees with a high
degree of emotional commitment have a strong sense
of loyalty (Harrison-Walker, 2001) to their employers
and a desire to stay with them (Lee, 2008).
Continuance Commitment
Continuance commitment was described as the desire
to remain in the company since employees can solve
the organization's cost-related problems if they leave.
Employees who feel that if they quit their current job
will be unable to find another choice to stay (Kaplan &
Kaplan, 2018). Consider the current situation: many
companies are suffering as a result of the COVID-19
outbreak. Many employees continue to work despite
compensation reductions as a result of the company's
financial difficulties. According to the same study,
highly dedicated people to their job show a great
desire to keep their employment rather than resign.
Based on the previous study, it can be concluded that
continued dedication is linked to work performance. In
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addition, a prior study (Inanc & Ozdilek, 2015) looked
into academic staff retention and work satisfaction in
Turkey. It was claimed that continuance commitment
was the aspect of the employees' ideas that if they left
the companies, the problems would be too substantial,
such as relocation, inability to adjust to another
company, or inability to obtain another employment.
The investments made in the business and the
perceived alternatives for seeking another work might
reveal a person's commitment to staying with the
company. Finally, Sanposh (2011) defined continuity
commitment as a commitment based on the perceived
consequences of leaving the company, both economic
and social.
Normative Commitment
Employees who are emotionally tied to their
organization and feel a moral duty to their employer
are normatively committed. This illustrates the
calculative side of an employee's commitment to a
company. Because it affects whether the employee is
well-suited for the work, the employee's job must be
suitable (Zheng et al., 2010).
Employees who are committed are expected to give
their all to ensure that the firm achieves its strategic
goals (Dessler, 2011). This is because they believe it is
their obligation to assist the company in achieving its
goals. According to a previous study conducted by
Yogyakarta and Surakarta, employees who have
committed will be able to ensure that they will
continue to work and stay inside their business
(Tarigan & Ariani,2015). In more depth, normative
commitment is the sensation of being obligated to
continue working (Johar, Nor, Hassan, and Musa,
2018). Employees who have a normative commitment
to the firm are loyal to the company. Employees that
are more devoted to the company are more likely to go
above and beyond the terms of their job contract.
Employees that are committed have a stronger sense of
responsibility, which reduces the need for managers to
monitor and oversee. Employees committed to the
organization are less likely to depart, resulting in lower
recruiting and selection costs (Mahal, 2012).
Job Performance
Job performance was described as "the amount to
which an employee contributed to organizational
effectiveness, as determined by the individual's job
function." Aside from that, there's job performance,
also referred to as work performance. According to
(Caillier, 2010), job performance is a phrase that refers
to an employee's quality of work, and it has become an
Francis Rayo
important aspect in the marketing rivalry among
businesses. Job performance is one of the critical
outcomes that has been measured continuously inside
a company, according to (Johanim Johari,2016). This
indicates that workers' job performance will improve.
Commitment and Job Performance
Teachers who are committed to their students' success
are more likely to devote more time and effort to their
students' education. Teachers are inspired by this
desire to promote student success to look for methods
to improve their teaching and create an effective
learning environment so that students may achieve
their objectives. Teachers' devotion to their students'
success is a major influence in the latter's success.
Students, schools, and the teaching profession are all
important to instructors who are dedicated to their
work. Involvement in the professional development of
teachers has a direct impact on student achievement.
Commitment from teachers inspires children to
participate in school activities. Students have a higher
likelihood of improving their grades if they participate
in classroom activities. Teachers who have a passion
for their work are more likely to succeed. They're
concerned about their kids' growth and are always
looking for innovative ways to improve their
education. It is the role of passionate instructors to be
aware of what is going on around them and use this
information to their advantage in the classroom.
Because they take their profession seriously, they are
very concerned about the behaviors that their pupils
adopt. In addition to collaborating with their pupils,
they actively include their students in the learning
process themselves (Mustafa, 2017).
Furthermore, based on Werang Asmaningrum and
Irianto’s (2013) study, there was a significant
relationship between teachers’ organizational
commitment and teachers’ job performance at state
elementary schools in Boven Digoel regency Papua,
Indonesia. In addition, according to the study by
Callao (2020), teachers' competence and devotion had
a substantial impact on the performance of
professional teachers. The teacher's commitment
mediates teacher competence and professional
performance. These findings provide insights on how
to improve the effectiveness of teachers. Teachers'
abilities and motivation must be encouraged and
strengthened.
Additionally, there is a significant association between
professional commitment and teachers' performance.
This suggests that the level of commitment shown by
teachers has a strong correlation to their work output,
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which in turn has a substantial bearing on their pupils'
academic progress. According to Nabukenya (2010),
one of the essential aspects of school performance and
quality is the level of teacher dedication. This study
validates this notion. Teachers committed to their job
are more likely to carry out their responsibilities well
and build positive relationships with their students
based on their professional ideals. It's one of the most
important factors determining how individuals behave
at work.
However, based on Manla’s (2021) findings, it
concludes that school climate significantly correlates
with teachers’ commitment and performance. A
positive school climate promotes high teacher
commitment and better school performance.
Organizational commitment and work environment
affect teachers' performance (Haerofiatna et al., 2021).
Methodology
Research Design
This study employed a descriptive-correlational design
to determine the relationship of teachers' commitment
to their job performance. According to Akinlua (2019),
this research methodology explores and describes the
relationships between two variables through a
thorough examination and analysis. In the context of
this study, the proponents intend to examine and
analyze the relationship between the teachers'
commitment (independent variable) and its influence
on their job performance (dependent variable).
Moreover, it also highlighted that studies of this nature
also entail the usage of a research instrument,
specifically questionnaires. In this study, two
questionnaires will be adapted. The first questionnaire
intends to assess the teachers' commitment
(independent variable), whereas another questionnaire
will assess the teachers' job performance (Akinlua,
2019).
Respondents
The study's participants were junior high school-level
public-school teachers from San Rafael, Bulacan. The
RaosoftⓇ sample calculator was used to randomly
choose 150 teachers from a population of 244 public
school teachers. Thus, the probability sampling
method is used in this study. School A has 81 teachers,
School B has 22 teachers, and School C has 47
teachers.
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Instruments of the Study
This study utilizes two (2) questionnaires to examine
the relationship between the teachers' commitment and
its influence on their job performance.
The first instrument is adapted from Werang and
Agung's (2017) study titled Teachers' Job Satisfaction,
Organizational Commitment, and Performance in
Indonesia: A Study from Merauke District Papua. It is
a 4-point Likert scale questionnaire that assesses
teachers' commitment through its specific variables:
Affective Commitment, Continuance Commitment,
and Normative Commitment. This questionnaire is at
0.7 Cronbach's alpha, implying that the instrument has
significant validity.
The second instrument is the Teachers' Performance
Instrument or the Results-based Performance
Management System (RPMS). It is a forty-six-item
questionnaire subdivided into nine (9) specific
var i abl es/ i ndi cat or s: S el f -m anagement,
Professionalism and Ethics, Result Focus, Teamwork,
Service Orientation, Innovation, Oral Communication,
Written Communication, and Computer/ICT Skills.
These variables/indicators will be rated using a 5-point
Likert scale.
This questionnaire is at 0.816 Coefficient alpha,
implying that this instrument also possesses significant
validity.
Results and Discussions
This section summarizes the study's results in light of
the research questions. To know the relation between
the two variables, researchers used the regression
analysis to determine the relationship between the two
variables – the teacher's commitment and job
performance. To determine the significance between
variables was computed using the IBM SPSS 20.0.
Table 1
Teachers’ Commitment
Table 1 indicates that the respondents obtain a total
mean score of 3.63, implying that the teacher's
affective commitment is to a very great extent. Thus, it
shows that the respondents are very committed to their
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profession. They believe that they are the school's
image, proud that they are in the teaching profession,
and are emotionally attached to teaching. In addition,
Burmansah (2019) mentioned that with high affective
commitment, teachers have a strong emotional
attachment, devotion, and passion to the school that
their colleagues may feel. Teachers who like, feel at
ease, and are content with their profession are more
likely to stay in the classroom.
Meanwhile, it can be gleaned that continuance
commitm ent has a great extent in terms of
interpretation. It is indicated that the total mean score
of 3.11. This shows that the teacher's feel compelled to
remain with their organization since their income and
fringe perks will not increase if they leave. Employees
can address the organization's cost-related difficulties
if they leave. Hence continuity commitment was
defined as a desire to stay in the firm. According to the
study, employees who believe they would be unable to
find another job if they leave their present one tend to
remain (Kaplan & Kaplan, 2018). Consider the present
situation: the Covid-19 epidemic is doing havoc on
several businesses.
As a consequence of the company's financial woes,
many workers continue to work despite pay cuts.
According to the same research, persons committed to
their jobs are more likely to want to stay in their jobs
rather than quit. Based on the previous research, it may
be stated that ongoing devotion is connected to job
performance.
Furthermore, It is shown in Table 1 that the
respondents have an emotional connection to their
organization, and a moral obligation to their employer
is described as normatively committed. This
exemplifies the calculative aspect of an employee's
dedication to a firm. Because it affects whether an
employee is well-suited for the job, the job must be fit
for the employee (Zheng et al., 2010). The normative
commitment of the respondents is 3.20, meaning that
they are devoted to the organization. Moreover,
employees that are more committed to the organization
are more willing to go above and beyond the
boundaries of their employment contract. Committed
employees have a greater feeling of responsibility,
which alleviates the need for managers to monitor and
supervise. Committed employees are less likely to
leave, leading to fewer recruitment and selection
expenses (Mahal, 2012).
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Table 2
Teacher's Performance
Based on Table 2, the interpretation of the respondents'
total mean score is 4.30 is very satisfactory. This
shows that the teachers are able to exemplify self-
management even in times of challenges. Self-
management, also known as "self-control" or "self-
regulation," is the capacity to govern one's emotions
successfully, thoughts, and actions in various settings.
Furthermore, self-management requires planning,
organizing, persevering, monitoring, controlling, and
attention to detail. Educators should include teaching
on each of these distinct self-management abilities.
Furthermore, the teachers have a satisfactory
interpretation of their professionalism and ethics, 4.45.
This implies that the teachers are still intact in terms of
their professionalism and ethics within the school
environment. Manahan et al. (2016) defined
professionalism as a profession that defines
commitments, beliefs, and actions. However, the ethics
study of morality involves analyzing moral judgments
and actions and then acting on them. It shows
instructors demonstrating ideals, professionalism, and
ethical standards in decision-making, making many
sacrifices for the company, and fulfilling
organizational goals.
Meanwhile, the total mean score of the respondents is
4.29 is interpreted as very satisfactory. The result
implies that the teachers are striving towards a goal
rather than the process of getting there. They have the
desire to exceed a level of perfection of their prior
performance (striving for progress), an objective
measure (achievement-oriented), challenging
objectives they establish, or improve on what they
already did (continuous improvement). However,
Barber (2014) mentioned that the focus on process
mastery leads to development and improved
performance.
Table 2 shows that the teachers are team players, 4.45,
total mean score; it has a very satisf actory
interpretation. As mentioned by Boakye (2015),
teamwork is an effective strategy to achieve workplace
or organizational success. It improves job productivity,
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effectiveness, efficiency, and organizational
Performance. In addition, according to Sparks (2013),
"schools grow and collapse depending on the level of
collaboration inside their walls." Moreover,
organizations prefer a collaborative approach to
completing tasks and accomplishing goals.
On the other hand, the respondents are able to garner a
total mean score of 4.28, interpreted as very
satisfactory. This indicates that the teachers are able to
explain the articulate organizational directions, and
they can take personal responsibility and initiatives in
service in relation to their performance. According to
Lynn et al. (2000), service orientation is closely linked
to an organization's intangible assets. It occurs when
an organization's service atmosphere designs,
develops, and promotes customer-focused service
practices and behaviors.
Thus, educational innovation aims to inspire
instructors and students to discover something new.
Table 9 shows that the teachers are very satisfactory in
terms of innovations, 4.28. Instead of teaching the
ABCs and 123s, innovation combines disciplines to
create something new or unusual. Knowing the
fundamentals is a good start. Students explore until
they discover the best answers using knowledge and
ideas. They possess the ability to change and innovate
alternative methods, tactics, and procedures to meet
challenges in the organization.
Further, the teachers have a very satisfactory in terms
of oral communication and a total mean score of 4.42.
This means that the teachers are good communicators
who can express themselves and adjust their
communication styles. Communication is a dynamic
process that needs the presence of mind and fortitude
to confront the other and effectively communicate
their message. Moreover, the communication process
was effective when offered the massage clearly and
understood. In order to communicate effectively, one
must be able to transmit and accept their message in a
variety of situations and conditions. Good
communication is seen as a powerful instrument for
efficacy in the teaching profession (Srivastava, nd).
As mentioned in Table 2, the teachers are good in
terms of written communication. Communication
plays a critical role, whether written or oral. They have
garnered a very satisfactory interpretation of 4.13.
Teachers were able to properly follow instructions,
explain themselves articulately and clearly, utilize the
most suitable medium in communication, respond to
changes in successful communication, and oversee
talks among colleagues and members of organizations.
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It is similar to Ehindero and Ajibade's (2000) findings,
which found that successful teaching requires high
communication skills—good communication, good
classroom management, comprehensive knowledge,
and an upbeat personality.
Finally, education undergoes paradigm shit in order to
cope with the new normal. ICT literacy plays a pivotal
role in the teaching-learning process. As shown in
Table 2, teachers possess mastery in using technology
in education. Also, it implies that instructors can write
fundamental compositions that are beneficial in their
profession, operate computers and recognize their
components and functions, create innovative
PowerPoint presentations, and propose suitable and
up-to-date technology that will help them perform
better in the workplace. Tumburku et al. (2019)
showed that teachers' computer literacy was a good
predictor of their performance.
Table 3
Regression Analysis of Commitment to teacher's
Performance
This study investigates the influence of teachers'
commitment on their job performance. Results of the
statistical analysis in table 13 reveal that affective
commitment (B= 2.02), continuance commitment (B=
1.06), and normative commitment (B= .51) are
significant with associated probability greater than
0.05 alpha level of significance. Therefore, the null
hypothesis is rejected.
School activities are more engaging when teachers are
committed. Participating in class activities helps
students improve their grades. Committed teachers are
more likely to succeed. They care about their
children's education and are continuously seeking new
ideas. Committed teachers are aware of their
surroundings and utilize this knowledge to their
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advantage in the classroom. They are worried about
their students' conduct because they take their job
seriously. They actively include their students in the
learning process (Mustafa, 2017).
A substantial association existed between
organizational commitment and job performance in
state elementary schools in Boven Digoel Regency,
Papua, according to Werang Asmaningrum and Irianto
(2013). Callao (2020) found that teachers' competence
and commitment had a significant influence on
professional instructors' performance. The teacher's
dedication influences competence and performance.
These studies suggest ways to increase teacher
effectiveness. Teachers' talents and enthusiasm must
be boosted.
Professional commitment and teacher performance are
also linked. This shows that instructors' dedication is
strongly correlated with their job production, which in
turn influences their students' academic development.
According to Nabukenya (2010), teacher devotion is
an important factor in school performance and quality.
This research backs this up. Teachers who are
passionate about their jobs are more likely to do their
jobs successfully and develop great connections with
pupils. It's one of the main determinants of workplace
behavior.
Conclusion
To conclude, the high levels of the commitment and
job performance of the respondents amidst the
challenges of the COVID-19 pandemic indicate that as
public-school teachers, they were able to cope and still
be committed to their work and perform well.
Likewise, it also manifested that they firmly uphold
the professionalism that is being dictated by their
duties and responsibilities as a public servant.
Results show that respondents believe that
organizational commitment, including affective
commitment, continuity, and normative commitments,
directly affects their work performance. As a result,
their performance will be influenced by their level of
organizational commitment. It has been shown that the
company has a great sense of responsibility to its
workers. Because of this, they believe that every
employee's devotion will have an impact on their
productivity. Commitment to a long-term course of
action has likewise received the most positive
feedback from responders. There seems to be a strong
correlation between work performance and all
independent factors.
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Teaching commitment may be influenced by a variety
of factors. Teachers' commitment and retention are
influenced by various variables, including school
leadership, teacher relationships, and school
atmosphere.
It is recommended that the school heads provide a
psychologically and physically healthy environment
for the teachers to increase their commitment to the
school ground. The more committed the teacher is,
there is more likely an increase and improvement in
the performance. Workplaces may help or hurt
successful teaching and instructors' professional
development. Teachers' performance is dependent on
how well their skills are matched with their students'
needs and the work environment. Researchers and
policymakers often talk about teacher ability as if it
were fixed and fully portable across school contexts,
but teachers' performance is dependent on how well
their skills are matched with their students' needs and
the work environment. Teachers' abilities are
multifaceted, and they may not necessarily transfer to
different student demographics or school situations.
Even the most gifted and devoted educators will
struggle to overcome a school culture that does not
provide a secure and supportive learning environment.
Moreover, several parameters need to be studied, such
as the school leadership, teachers' relationships with
their peers, and school climate. It is also suggested that
future studies may also include private schools.
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Business Management, 15(1), 51-59. Email: francis.rayo@email.lcup.edu.ph
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