The Nexus of Professional Commitment and Instructional Quality

Joy Aranas Boquida; Nhelbourne K. Mohammad

doi:10.56741/IISTR.bei.002247

Authors

Joy Aranas Boquida Nangcaan Elementary School
Nhelbourne K. Mohammad
nhelbournekm29@gmail.com
Western Philippines University https://orcid.org/0000-0003-1894-802X

DOI:

https://doi.org/10.56741/IISTR.bei.002247

Keywords:

Teacher Commitment, Instructional Quality, Classroom Management, Affective Commitment, Public Elementary Education, Philippines

Abstract

A quantitative descriptive-correlational design was employed with 1,579 randomly selected public elementary school teachers from the Zamboanga del Norte Division in the Philippines. Professional commitment was measured using an adaptation of Meyer and Allen's (1991) Three-Component Model, while instructional quality was assessed using the Three Basic Dimensions framework (Klieme et al., 2009; Praetorius et al., 2018). Data were analyzed using Pearson's correlation coefficient. Results revealed very high levels of both professional commitment (M=4.23, SD=0.78) and instructional quality (M=4.26, SD=0.78). Normative commitment (M=4.33) and student support (M=4.34) emerged as the strongest respective dimensions. A significant, strong positive correlation was found between the two variables (r=0.68, p<0.001). The study provides empirical evidence that teachers' sense of moral obligation and emotional attachment to the profession is strongly associated with enhanced classroom practices. Findings offer actionable insights for school leadership and targeted professional development in cognitively activating instruction.

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Author Biographies

Joy Aranas Boquida, Nangcaan Elementary School

is a Master Teacher I at Nangcaan Elementary School, Rizal District Division of Zamboanga del Norte, with 27 years of dedicated service in public education, has held various roles that have sharpened my expertise in curriculum development, instructional leadership, and learner-centered pedagogy. My career has been driven by a steadfast commitment to enhancing educational quality, mentoring colleagues, and addressing the diverse learning needs of students in the basic education sector. (email: joy.boquida1@deped.gov.ph).

Nhelbourne K. Mohammad, Western Philippines University

is a Philippine-licensed professional teacher (LPT) and a distinguished scholar. He earned dual doctorates: a PhD in Comparative Education from Shaanxi Normal University, China (2018–2023), and a Doctorate in Islamic Education from Universitas Muhammadiyah Malang, Indonesia (2015–2020). He earned a Master of Educational Policy and Development (Cum Laude). He specializes in comparative education, Islamic studies and Sharia law, and social science research. He has published articles in journals indexed in Scopus and Web of Science and has served as a keynote or resource speaker at international conferences across Asia. (email: nhelbournekm29@gmail.com).

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