Resource Availability and Organizational Commitment on Curriculum Implementation Practices of Public Secondary School Teachers

This research examined resource availability and organizational commitment as predictors of curriculum implementation practices among 350 public secondary school teachers across 10 districts in the Valencia City Division, Philippines, during the 2024-2025 school year. Questionnaire data were analyzed using a descriptive-correlational design, Pearson's r was used to test relationships, and multiple regression identified predictors. The findings indicate that teachers showed high resource availability, driven by human and financial resources, with the highest mean scores. High organizational commitment across all dimensions, with the affective dimension having the highest mean score. The teachers’ curriculum implementation practices were rated high across all domains, indicating that they have implemented the curriculum standards to achieve success in their instruction.
The study found a significant positive correlation among public secondary school teachers between resource availability, organizational commitment, and curriculum implementation practices. Furthermore, the regression analysis showed that organizational commitment (normative and affective) and resource availability (human and financial) were the best predictors of teachers' curriculum implementation practices. The results of this study suggest that moderate teacher resource availability and organizational commitment through continuous support can lead to improved curriculum implementation practices and ultimately benefit teachers and learners.

normative, affective, human resources, financial resources

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