ABSTRACT
This descriptive-correlational research study determined the levels of upland school teachers’ job commitment and motivation in the Municipality of Leon during the school year 2022-2023. The level of job commitment of teachers as a group was highly committed and when grouped according to age, sex, length of service, and educational attainment were highly committed on the other hand, when grouped according to civil status, those who were single were moderately committed while those who are married were highly committed. Teachers as a group were highly motivated and also highly motivated when grouped according to length of service, civil status, and educational attainment but when classified according to age and sex, younger and male teachers were moderately motivated while the older and female teachers were highly motivated. The results indicated that there were no significant differences in the levels of job commitment and motivation of teachers when grouped according to age, sex, length of service, civil status, and educational attainment. There was no significant association between teachers' levels of job commitment and job motivation.
Keywords: Upland School Teachers, Job Commitment, Relationship, Job Motivation
INTRODUCTION
Teachers hold a vital position in education, particularly impacting the lives of students in upland schools, serving as a cornerstone of our nation. The effectiveness of a teacher stands out as a crucial element, influencing performance and the achievement of high-quality education. Success in education places a significant emphasis on the commitment of teachers, as they fulfill their professional duties and achieve their educational objectives.
Dedicated educators play a crucial role in ensuring excellence in education and the academic achievements of students. A proficient teacher should exhibit commitment not just to their students but also to the teaching profession as a whole. Therefore, a committed teacher should possess specific qualities to carry out their responsibilities with efficiency and effectiveness. In the Philippines, the education system grapples with a shortage of teaching resources, and educators face persistent challenges in delivering quality basic education in rural areas. The conditions of remote schools necessitate passionate and committed teachers who can offer essential services. These educators often need to navigate challenging terrains. Some use a motorcycle while others walk for kilometers on end through slippery or muddy trails to reach their respective schools.
In the Schools District of Leon II, numerous educators are designated to upland regions. An assignment that proves challenging for them due to issues of accessibility and the considerable distance between their homes and schools. For some teachers, commuting is a daily necessity, involving the use of motorbikes to reach their school stations. This routine poses potential risks, particularly during adverse weather conditions, potentially impacting the effectiveness of lesson delivery. Moreover, some teachers encounter challenges in optimizing a below-average classroom size, particularly in the context of multi-grade classes.
Most of the teachers assigned in the upland in the Municipality of Leon are not residents of the place. They have been assigned there either because they are newly hired teachers or because the teacher-item available is for the said school.
Many teachers assigned in the upland school feel disappointment whenever they share their experiences as far-flung or remote teachers. Apart from the travel risks involved, there are still several more disadvantages of teaching in an upland school. One is classroom safety. Usually, these schools only use temporary learning spaces. Another is that learners in these schools are not properly trained in using modern educational technology. There is also the issue of delayed submission of reports due to the considerable distance from the district. Teachers often encounter difficulty when there is an unexpected bad weather condition such as heavy rainfall resulting to a landslide from upland areas.
On the upside, there are also teachers assigned in upland schools who enjoy doing something for the community, exploring the place, and facing new challenges and opportunities. They acquire knowledge about the local culture, realize their passion in teaching, and strengthen their understanding about the real situation of the learners in the upland schools.
The researcher experienced both these disadvantages and advantages. The advantages are that there is a limited number of learners, a limited number per grade level, and that engagement with the community can easily be achieved. However, among the disadvantages teaching in the upland school are that reports cannot be immediately made and electronically submitted on time, riding on a motorcycle for more than an hour of travel can be very risky and spending personal money for transportation can be quite expensive.
The performance of the teachers depends usually on their level of job commitment and motivation which relatively depends also on the schools where these teachers are assigned.
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