Amidst the COVID-19 Pandemic: Teacher&#039;s Commitment and Its Influence on Job Performance

Francis  Rayo,; John Allen  Pablo,; Reana  Tuazon,; Edmark  Versoza,; Rheza Mae  Pacut,; Wenelyn  Dela Cruz,; Mica  Mergenio,; Shena Marie  Pacano,; Paula Mae  Plamenco,; Edlin  Porras,; Christine Paula  Recaña,; Jovelyn  Teaño,

Amidst the COVID-19 Pandemic: Teacher's Commitment and Its Influence on Job Performance

Discipline: Education

Abstract:

The pandemic significantly affects all sectors, especially the education sector. This includes changing the teaching pedagogy, learning setup, and educational goals. Thus, teachers directly impact the learning process, the quality of students' work, and the patterns of competitive output. The academic workforce's quality affects the quality of learners. To perform successfully, teachers with competence certifications should teach subjects that are appropriate for their qualifications. Furthermore, this study investigates the influence of teacher's commitment on their job performance amidst the COVID-19 pandemic. Based on the statistical analysis, the respondents’ affective commitment (B= 2.02), continuance commitment (B= 1.06), and normative commitment (B= .51) are significant with an associated probability greater than 0.05 alpha level of significance. Implications of the study were discussed, and recommendations for future research were suggested.