ABSTRACT
This study determined the employees’ empowerment and commitment among schools in the Third Congressional District, Schools Division of Iloilo, Philippines, for School Year 2025-2026. The respondents of the study were the total population of administrative officers and administrative assistants. They were classified according to their age, educational attainment, position, length of service, and municipality. The independent variables were their profiles, while the dependent variables included employees’ empowerment and commitment. The study utilized a descriptive-correlational research design. A researcher-made questionnaire on the level of employees’ empowerment and commitment, subjected to validation and reliability testing, served as the primary instrument for data gathering. Frequency count, percentage, and mean were used for descriptive analysis, while the Mann-Whitney U Test, Kruskal–Wallis H Test, and Spearman’s rho were the statistical tools for inferential analysis. Findings revealed that the level of employees’ empowerment was “very high,” reflecting fairness, trust, opportunities for growth, and involvement in organizational planning. Employees’ commitment was likewise “very high,” demonstrating strong motivation, loyalty, and pride in their organization. Across classifications by age, educational attainment, position, length of service, and municipality, empowerment and commitment consistently remained very high. Correlation analysis revealed no significant relationship between employees’ empowerment and commitment. While both were rated very high, employee empowerment was not correlated with their commitment.
Keywords: empowerment, commitment, employees, education, organizational management
INTRODUCTION
In today’s educational environment, employee empowerment has gained increasing attention as a crucial factor influencing school success. Empowered school employees, teachers, staff, and administrators play a key role not only in delivering quality instruction but also in fostering strong partnerships with families and the wider community. Recent studies emphasize that when school employees are trusted, involved in decision-making, and provided with professional autonomy, their level of commitment rises significantly (Hill et al., 2022). This commitment translates into improved collaboration, student engagement, and overall school performance.
Post-pandemic recovery efforts further highlighted the importance of employee engagement. During periods of remote learning and educational disruption, schools that had empowered and committed personnel were better able to adapt and maintain strong ties with students and parents (National Education Association, 2021). Strategic plans like that of the Austin Independent School District stress that sustainable educational progress depends on the active participation and commitment of employees at every level.
However, a notable gap remained in understanding how empowerment directly influences employee commitment within the school setting. While community engagement and academic outcomes are well-researched, fewer studies have explored how internal organizational practices, such as empowerment, affect staff motivation and dedication to school goals.
This study aimed to address that gap by exploring the employees' empowerment and their level of commitment in the school setting. Specifically, it investigated how empowerment initiatives impact employees’ sense of responsibility and dedication to their roles. By doing so, the study aimed to provide evidence-based insights for school leaders seeking to strengthen organizational culture, enhance employee retention, and ultimately improve overall school performance.
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