Work Climate and Work Commitment of Teachers in Integrated Schools and Their Relationship to School Performance: Basis for a Professional Development Plan

While substantial literature exists on work climate, teacher commitment, and school performance, there is a notable gap in applying these findings to integrated public elementary schools. This study addressed this gap by examining the relationship between work climate, work commitment, and school performance among 73 teachers from seven integrated public elementary schools in Magsaysay, Misamis Oriental, Philippines. The results revealed that teachers perceived their work climate and commitment as very high; however, these factors did not show a significant correlation with school performance as measured by the OPCR. The analysis showed consistent perceptions across different demographic profiles, with notable differences only in work commitment between male and female teachers. These findings highlight the need for targeted professional development plans, such as the proposed "Integrative Leadership and Performance Enhancement Program," to bridge the gap between teacher commitment and school outcomes through enhanced leadership practices, collaboration, and resource optimization.