Teaching Efficacy and Organizational Commitment of Public School Teachers in the Dinagat Islands

This study examined the relationship between teaching efficacy and organizational commitment of public-school teachers in the Dinagat Islands, a geographically isolated and disadvantaged area in the Philippines. Using a descriptive–correlational design, data were collected from 150 teachers selected through stratified random sampling. Findings showed that teaching efficacy was rated moderately high (M = 3.15, SD = 0.54), with the highest domain in impact on student performance (M = 3.20), while organizational commitment was also moderately high (M = 3.07, SD = 0.55), with affective commitment as the strongest dimension (M = 3.12). Pearson’s correlation revealed a significant positive relationship between teaching efficacy and organizational commitment (r = 0.62, p < .001), indicating that higher instructional confidence corresponded with stronger loyalty and emotional attachment to schools. These results highlight the need for targeted professional development, supportive leadership, and institutional interventions that enhance teacher capacity and well-being. The study contributes to the discourse on teacher motivation and retention, offering policy and practice implications for sustaining education in disadvantaged Philippine communities. Keywords: Teaching Efficacy, Organizational Commitment, Teacher Motivation, Geographically Isolated And Disadvantaged Areas (GIDAS), Philippine Education, Teacher Retention