Influence of Communication Climate and Organizational Commitment on Teachers’ Performance

Abstract

In today’s educational environment, understanding the factors that influence teachers’ performance is essential for improving instructional quality and institutional effectiveness. This study examined the influence of communication climate and organizational commitment on teachers’ performance in a school a Municipality in Misamis Oriental. Despite extensive international research, a gap exists in the Philippine context where these variables are often examined separately and lack integrated analysis, particularly in community-based educational institutions. The study aimed to determine the levels of communication climate, organizational commitment, and teaching performance, as well as to assess their relationships and predictive influence. A quantitative descriptive-correlational research design was employed, involving 150 teaching faculty selected through partial enumeration. Data were collected using a validated structured questionnaire and analyzed using descriptive statistics, correlation, and regression analysis. The findings revealed that both communication climate and organizational commitment were at favorable levels and significantly related to teaching performance. Furthermore, both variables significantly predicted teachers’ performance, indicating that a supportive organizational environment enhances instructional effectiveness. The study concludes that a positive communication climate characterized by openness and feedback, together with strong organizational commitment, plays a crucial role in improving teaching performance. It is recommended that future researchers include additional variables such as leadership style and work environment, utilize mixed-method approaches, and replicate the study in different settings to enhance generalizability.