Collaboration and Empowerment as Predictors of Organizational Commitment among Catholic Basic Education Teachers

Organizational commitment remains a global challenge. Collaboration and empowerment were examined as predictors of teachers’ organizational commitment. Using predictive design, involving 237 private elementary and high school teachers selected through total enumeration, the results showed that the model predicting organizational commitment, with collaboration and empowerment as predictors, is significant. Hence, the Social Exchange Theory was fully affirmed. Future studies may replicate this research and use qualitative methods to identify additional variables that may improve predictions of organizational commitment

Collaboration and empowerment as predictors, organizational commitment, catholic basic education teachers

1. Ampler, F. C., & Guhao, E. S., Jr. (2024). Transformational leadership of school heads, teamwork skills, and teacher empowerment: A path model on organizational commitment among public school teachers. International Journal of Multidisciplinary and Current Educational Research, 6(5), 20–41. https://www.ijmcer.com/wp-content/uploads/2024/09/IJMCER_C06502041.pdf [Google Scholar] [Crossref]

2. Bading, W. C. (2022). Organizational commitment of teachers: Its effects on the performance of students in the high schools of Sanchez Mira, Cagayan. AIDE Interdisciplinary Research Journal, 2, 92–108. https://doi.org/10.56648/aide-irj.v2i1.21 [Google Scholar] [Crossref]

3. Bading, W. C. (2023). Organizational commitment of teachers: Its effects on the performance of students in the high schools of Sanchez Mira, Cagayan. AIDE Interdisciplinary Research Journal. (Cited in TOFEDU, 2024) [Google Scholar] [Crossref]

4. Bhandari, P. (2023, June 22). Correlational research: When & how to use. https://www.scribbr.com/methodology/correlational-research/ [Google Scholar] [Crossref]

5. Brown, J. J. (2025). Census transformation and the future of population statistics. Journal of Population Research, 42(1), 1–15. https://doi.org/10.1177/0282423X251345608 [Google Scholar] [Crossref]

6. Cole, M. L., Cox, J. D., & Stavros, J. M. (2018). SOAR as a mediator of the relationship between emotional intelligence and collaboration among professionals working in teams: Implications for entrepreneurial teams. SAGE Open, 8(2), 1–12. https://doi.org/10.1177/2158244018779109 [Google Scholar] [Crossref]

7. Esponda-Pérez, J. A., & Marroquín Figueroa, J. M. (2024). Extent of teachers’ organizational commitment among university school teachers. Kurdish Studies, 12(1). https://doi.org/10.58262/ks.v12i1.165 [Google Scholar] [Crossref]

8. Homans, G. C. (1961). Social behavior as exchange. American Journal of Sociology, 66(6), 597–606. https://doi.org/10.1086/224355 [Google Scholar] [Crossref]

9. Li, X., Xu, Y., & Huang, D. (2025). Exploring the interplay between social connectedness, job control, and organizational commitment: The mediating role of work engagement among Chinese teachers. BMC Psychology, 13, Article 31. https://doi.org/10.1186/s40359-025-02355-2 [Google Scholar] [Crossref]

10. Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 1–55. [Google Scholar] [Crossref]

11. Mariano, M. T., & Solomon, J. Y. (2024). Organizational commitment as influenced by caring school leadership and empowerment: A convergent design. International Journal of Research and Scientific Innovation, 11(12), 123–142. https://ideas.repec.org/a/bjc/journl/v11y2024i12p123-142.html [Google Scholar] [Crossref]

12. Mariano, M. T., & Solomon, J. Y. (2024). Organizational commitment as influenced by caring school leadership and empowerment: A convergent design. International Journal of Research and Scientific Innovation, 11(12), 123–142. https://doi.org/10.51244/IJRSI.2024.11120014 [Google Scholar] [Crossref]

13. McCombes, S. (2023, June 22). Descriptive research: Definition, types, methods & examples. Scribbr. https://www.scribbr.com/methodology/descriptive-research/ [Google Scholar] [Crossref]

14. Mohsen, M. (2014, October). Psychological empowerment and job satisfaction in the hotel industry: A study on Egyptian employees in KSA hotels. Conference paper. Minia University. [Google Scholar] [Crossref]

15. Oranga, J., & Matere, A. (2025). Quantitative research: Types, advantages, generalizability & limitations. Open Access Library Journal, 12, 1–9. https://doi.org/10.4236/oalib.1113694 [Google Scholar] [Crossref]

16. Putri Marsyaluna, P., Mutia, P., & Suzana, A. (2025). The influence of psychological empowerment and innovative work behavior on organizational commitment: A study on higher education student institutions in Cirebon. International Journal of Humanities Education and Social Sciences (IJHESS), 4(5), 2240–2248. https://doi.org/10.55227/ijhess.v4i5.1614 [Google Scholar] [Crossref]

17. QiaLian, Z., Binti A. H., A. H., & Mohd Nor, M. Y. (2024). Exploring The Teachers’ Organizational Commitment and Turnover in High School. International Journal of Academic Research in Progressive Education and Development. [Google Scholar] [Crossref]

18. Saraç, M., & West, B. T. (2024). The impact of showcard use on selected point rating scales in face to face surveys: Evidence from the European Social Survey. International Journal of Public Opinion Research, 36(4), 2024. [Google Scholar] [Crossref]

19. Sari, D. P., Rahmawati, Y., & Kurniawan, D. A. (2023). Organizational commitment of teachers in Indonesian schools. International Journal of Educational Research Review, 8(3), 401–410. [Google Scholar] [Crossref]

20. Saunders, M. N. K., Lewis, P., & Thornhill, A. (2023). Research methods for business students (9th ed.). Pearson Education Limited. [Google Scholar] [Crossref]

21. Shohib, M., Suhariadi, F., & Agustina, T. S. (2024). The role of organizational commitment in the relationship between collaborative leadership and teacher performance. Jurnal Ilmiah Pendidikan dan Pembelajaran, 12(1). https://doi.org/10.22219/jipt.v12i1.31497 [Google Scholar] [Crossref]

22. TOFEDU: The Future of Education Journal. (2024). Regional Findings on Teachers’ Organizational Commitment. (contains references to Werang, 2015; Ibrahim & Aljneibi, 2022; Bading, 2023). [Google Scholar] [Crossref]

23. Turney, S. (2024, February 10). Pearson correlation coefficient (r) Guide & examples. Scribbr. https://www.scribbr.com/statistics/pearson-correlation-coefficient/ [Google Scholar] [Crossref]

• Administrative Support as a Predictor of Teacher Retention and Organizational Commitment: A Case Study of Junior High Teachers
• No Place for Play-Ful Learning in Higher Education: An Interdisciplinary Critical Evaluation (2015–2025)
• Unmasking Colonial Legacies in Zambian Education: A Philosophical and Historical Critique of the Secondary School Curriculum
• Improving Students' Collaboration and Communication Skills through Project-Based Digital Learning in Plantation and Herbal
• Public Primary School Teacher Preparedness on CBC Adoption in Township Ward, Garissa County, Kenya