Manuscript Details - IJARW3050

ManuScript Details
Paper Id: IJARW3050
Title: ORGANIZATIONAL COMMITMENT AND WELL-BEING ON TEACHERS’ INSTRUCTIONAL PRACTICES
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 7 Issue 11
Pages: 11
Published On: 5/9/2026 4:15:26 AM      (MM/dd/yyyy)
Main Author Details
Name: Daryl John V. Ebale
Institute: Central Mindanao University
Co - Author Details
Author Name Author Institute
Dr. Raul C. Orongan Central Mindanao University
Dr. Aprell L. Abellana Central Mindanao University
Abstract
Research Area: Education
KeyWord: Organizational Commitment, Teacher Well-Being, Instructional Practices, Positive Relations, Public School Teacher.
Abstract: This study investigates the relationship between organizational commitment, well-being, and instructional practices among 250 public basic education teachers in the Sumilao District during the 2025–2026 school year. Utilizing a descriptive-correlational and predictive research design, the study employed weighted means, Pearson correlation, and multiple linear regression to analyze data gathered through adapted survey instruments. Findings indicate that teachers possess high levels of organizational commitment and well-being, with affective commitment and personal growth emerging as the most prominent dimensions. Instructional practices were rated as "Excellent" across all domains, with instructional planning receiving the highest rating. Correlation analysis revealed significant positive relationships between instructional practices and both organizational commitment and teacher well-being. Specifically, affective commitment and positive relations demonstrated the strongest individual correlations with teaching effectiveness. The regression model confirmed that positive relations, affective commitment, and continuance commitment collectively explain 62.5% of the variance in instructional practices. Notably, positive relations emerged as the strongest predictor, underscoring that the quality of social interactions and interpersonal support is paramount to teaching success. The study concludes that teaching excellence is deeply rooted in emotional engagement and social connectedness. It recommends that school administrators prioritize a collaborative organizational climate and institutionalize holistic wellness programs to sustain high instructional quality.
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IEEE
Daryl John V. Ebale, Dr. Raul C. Orongan, Dr. Aprell L. Abellana, "ORGANIZATIONAL COMMITMENT AND WELL-BEING ON TEACHERS’ INSTRUCTIONAL PRACTICES", International Journal Of All Research Writings, vol. 7, no. 11, pp. 102-112, 2026.
MLA Daryl John V. Ebale, Dr. Raul C. Orongan, Dr. Aprell L. Abellana "ORGANIZATIONAL COMMITMENT AND WELL-BEING ON TEACHERS’ INSTRUCTIONAL PRACTICES." International Journal Of All Research Writings, vol 7, no. 11, 2026, pp. 102-112.
APA Daryl John V. Ebale, Dr. Raul C. Orongan, Dr. Aprell L. Abellana (2026). ORGANIZATIONAL COMMITMENT AND WELL-BEING ON TEACHERS’ INSTRUCTIONAL PRACTICES. International Journal Of All Research Writings, 7(11), 102-112.
ORGANIZATIONAL COMMITMENT AND WELL-BEING ON TEACHERS’ INSTRUCTIONAL PRACTICES
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ORGANIZATIONAL COMMITMENT AND WELL-BEING ON TEACHERS’ INSTRUCTIONAL PRACTICES

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