Cultural Competence Of Antipolo City Social Studies Teachers And Its Relationship To Their Motivational Level, Organizational Commitment, And Teachers’ Proficiency: Basis For Culture Familiarization Program

Abstract

This study assessed the cultural competence of Social Studies teachers in Antipolo City and examined its relationship with their motivational level, organizational commitment, and proficiency in teaching local culture. Using a descriptive-correlational design, 152 public elementary Social Studies teachers from five schools in Antipolo were surveyed through standardized questionnaires and a proficiency test on Antipolo’s history, traditions, and culture. Results revealed that teachers demonstrated a “fairly competent” level in cultural awareness, knowledge, and skills, with proficiency levels largely in the “Proficient” category. Teachers also reported high intrinsic and extrinsic motivation, along with relatively strong organizational commitment across affective, normative, and continuance dimensions. Statistical analyses showed significant correlations between cultural competence and teachers’ motivation, organizational commitment, and proficiency, indicating that higher cultural competence fosters stronger professional engagement and cultural teaching effectiveness. These findings highlight the importance of continuous professional development, cultural immersion, and curriculum initiatives to strengthen teachers’ cultural competence. The study recommends the establishment of a Culture Familiarization Program to sustain Antipolo’s heritage in the context of increasing diversity in education.