Abstract
This study examined the relationship between job satisfaction, teaching performance, and organizational commitment among public secondary school teachers in Flora, Apayao, during the School Year 2023–2024. Using a descriptive-correlational research design, data were gathered from 82 teachers through standardized survey questionnaires and performance evaluation records. Findings revealed that teachers were generally highly satisfied with their jobs (M = 4.39), particularly in terms of supervision, collegial relationships, responsibility, work itself, promotion, security, and performance rating. However, relatively lower satisfaction was observed in working conditions, salary, and recognition. The respondents demonstrated an outstanding level of teaching performance (M = 4.61) and a high level of organizational commitment (M = 3.87), indicating strong dedication to their profession and institutions. Results further showed that job satisfaction had a significant positive relationship with teaching performance (r
= .230, p = .037), suggesting that more satisfied teachers tend to perform better in their instructional responsibilities. However, no significant relationship was found between job satisfaction and organizational commitment (r = .083, p = .460). Significant differences in teaching performance were observed when respondents were grouped by age, years of service, and average hours of sleep, whereas organizational commitment varied significantly only by years of service. The findings underscore the importance of enhancing workplace conditions, compensation, recognition programs, and teacher well- being to sustain high performance and strengthen commitment among educators. These results provide valuable insights for educational leaders and policymakers in developing strategies that promote teacher satisfaction, effectiveness, and long-term professional engagement.
