Professional Development Opportunities and Organizational Commitment on the Workload Demands of Private School Teachers

This study aimed to examine the relationship among professional development opportunities, organizational commitment, and workload demands of private school teachers in Bukidnon during the School Year 2025–2026. Specifically, it sought to determine the levels of professional development opportunities, organizational commitment, and workload demands, as well as to identify their significant relationships and predictive influences. Employing a descriptive-correlational quantitative research design, data were gathered from 300 private school teachers using adopted standardized survey questionnaires. The collected data were analyzed through descriptive statistics, Pearson product-moment correlation, and multiple regression analyses. Findings revealed that teachers perceived a high level of professional development opportunities across instructional, scientific, personal, and organizational domains, indicating favorable access to professional growth activities. In terms of organizational commitment, teachers demonstrated moderate levels of affective, continuance, and normative commitment, suggesting a reasonable sense of attachment and responsibility toward their institutions, albeit influenced by existing conditions. Meanwhile, teachers reported high workload demands in terms of time, quantitative, and qualitative aspects, signifying that although workloads are manageable, they remain consistently challenging. Correlation analysis showed a significant positive relationship between workload demands and both professional development opportunities and organizational commitment. This implies that increased engagement in professional growth and stronger organizational attachment are associated with heightened perceptions of workload demands. Furthermore, regression analysis revealed that normative commitment, affective commitment, and selected dimensions of professional development—particularly instructional, organizational, and personal development—significantly predict workload demands. These findings suggest that as teachers become more professionally involved and organizationally committed, their responsibilities and perceived workload likewise increase.

normative commitment, instructional development, organizational development, personal development, affective commitment

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