Teachers’ Organisational Commitment in Public Elementary and Secondary Schools: Predicting the Role of Compensation Satisfaction and Ethical Leadership

Abstract

Poor organisational commitment among teachers is a global concern that affects educational quality, teacher retention, and school effectiveness. This study examined how compensation satisfaction and ethical leadership contribute to strengthening teachers’ organisational commitment by demonstrating that fair compensation and principled leadership practices positively influence teachers’ dedication, loyalty, and attachment to their schools. The study was conducted among public school teachers in Glan 1 District, Division of Sarangani, SOCCSKSARGEN Region, during the 2025–2026 school year. A total of 217 active elementary and secondary teachers participated in the study through stratified random sampling. Using a predictive research design, data were collected through survey questionnaires and analysed using multiple linear regression. The findings revealed that the predictive model significantly explained 56% of the variance in teachers’ organisational commitment, indicating a moderate level of prediction. The results partially support the Theory of Planned Behaviour. The study highlights that both compensation satisfaction and ethical leadership significantly contribute to strengthening teachers’ organisational commitment. The findings suggest that educational leaders should strengthen compensation systems and promote ethical leadership practices, alongside sustained professional development programs, to enhance teacher commitment and improve learner outcomes.