This study is aimed to determine the relationship between teaching satisfaction and commitment to the teaching performance of public school teachers in the Division of City School, Manila during the school year 2016-2017.
The study made use of the descriptive method of research. It looked into the prevailing teaching commitment and teaching satisfaction that tend to affect teaching performance of elementary and secondary public school teachers in the Division of City Schools, Manila, school year 2016-2017.
The respondents of the study were the 300 elementary and the 276 secondary public school teachers from the Division of City Schools Manila. The statistical tools utilized were frequency, percentage, weighted arithmetic mean and T-Test.
The questionnaire was the main instrument used for gathering the data needed in the study. Interviews were also resorted to, in cases when responses were not conclusive or if questions were not fully answered.
There is no significant difference between the elementary and secondary teachers in the teaching performance as supported by the computed value of .3509 lower than the critical value of 2.052 and in commitment with a computed value of .1488 lower than the critical value of 2.052 at .05 level of significance with 27 degree of freedom. This led to the acceptance of the null hypothesis.
Keywords: teaching satisfaction, teaching commitment, teaching performance, school administrators, public school, future researchers