INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Organizational Culture, Commitment, and School Climate as

Predictors of Teacher Absenteeism in Philippine Secondary Schools

Mendieta, Edcelsa P., Belvis, Gilbert C., & Gumarac, Madelyn R

Northern Iloilo State University, Anilao, Iloilo, Philippines

DOI: https://doi.org/10.47772/IJRISS.2025.91100490

Received: 04 December 2025; Accepted: 11 December 2025; Published: 20 December 2025

ABSTRACT

This study explored the predictive relationship between organizational culture, organizational commitment, and

school climate on teacher absenteeism in Philippine public secondary schools. Employing a quantitative

correlational design, data were gathered from 320 teachers across three schools in Iloilo’s fourth district.

Standardized instruments assessed organizational culture (current and preferred), commitment, and school

climate, while absenteeism was measured through self-reported monthly absences. Descriptive findings revealed

that the prevailing organizational culture leaned toward Clan and Adhocracy types at moderate levels,

emphasizing collaboration and flexibility, while Market and Hierarchy cultures were rated low. In contrast, the

preferred culture indicated a shift toward Market orientation, suggesting a desire for greater performance and

accountability. Organizational commitment was consistently high across affective, continuance, and normative

dimensions, reflecting strong emotional attachment, perceived costs of leaving, and a sense of obligation among

teachers. School climate was perceived as highly positive, characterized by supportive leadership, very high

professional behavior, and strong achievement press. Despite these favorable organizational indicators,

absenteeism patterns showed variability: some teachers reported one day of absence per month, others two days,

and a smaller group four or more days, indicating that a minority remains at risk. Pearson’s r correlations revealed

no significant relationships between absenteeism and organizational variables, and multiple regression analysis

confirmed that none of the predictors significantly explained absenteeism, although school climate approached

significance. These findings suggest that absenteeism may be influenced more by personal, health-related, or

systemic factors than by organizational dynamics alone. The study underscores the need for integrated

interventions that combine organizational strategies with personal, and policy-level supports to improve teacher

attendance and sustain educational quality. Future research should incorporate broader variables and longitudinal

designs to capture the complex interplay of factors affecting absenteeism.

Keywords: Teacher absenteeism, organizational culture, organizational commitment, school climate, secondary

education, Philippines

INTRODUCTION

Teacher absenteeism is a persistent challenge in education systems worldwide, and the Philippines is no

exception. This research delves into the intricate relationships between organizational culture, teacher

commitment, and school climate as potential predictors of teacher absenteeism in Philippine secondary schools.

Understanding these factors is crucial for developing effective strategies to improve teacher attendance and,

consequently, enhance the quality of education.

The problem of teaching absenteeism has been a thorny aspect in educational systems especially in government-

owned secondary schools where the continuity of instruction and student performance is directly affected.

Absenteeism in the Philippine situation has been explained by various personal, institutional, and systemic

factors such as workload stress, health issues, and bureaucratic inefficiencies (David et al., 2019; Decano &

Vallejo, 2019; Amor, 2021). Although these studies have made the issue of absenteeism a multifaceted one, they

tend to fail to reveal the underlying organizational processes that influence teacher behavior. Recent studies

indicate that organizational culture, organizational commitment, and school climate can be the critical

determinants of the attendance patterns and professional engagement (Bantilan et al., 2024; Masunag & Guhao,

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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

2024; Cabuhayan & Callo, 2024). Nevertheless, as insightful as these observations are, they still leave a loophole

in how these constructs interrelate and affect absenteeism in particular, in the Philippine secondary school setting

where the cultural and systemic specifics might be vastly different than the global paradigm.

Organizational culture describes the values, beliefs, and practices that are shared among members of a school,

which form the school ethos and develop its professional environment. It helps to create a feeling of belonging

and meaning and can help to decrease absenteeism when it is in line with personal and professional values of

teachers (Bantilan et al., 2024). Organizational commitment, specifically its affective, normative, and

continuance aspects, shows the psychological bonding of educators to their organizations and has been associated

with attendance behavior and job satisfaction (Masunag & Guhao, 2024). Meanwhile, school climate, as related

to the type of leadership, relationships among people, and the institution, is a critical factor in determining

schoolteacher morale and engagement (Cabuhayan & Callo, 2024). Though these constructs have been

separately examined, very little empirical research has been done on their integrated predictability regarding

absenteeism, particularly in rural or under-resourced districts. The gap highlights the importance of localized

studies that combine these organizational aspects to more context-sensitive interventions. Though earlier

research has highlighted the significance of leadership and policy reforms (Celep, 2010; Elliot & Croswell, 2011;

Day, 2014), very little research has also offered practical frameworks based on empirical data in Philippine

schools.

The research is aimed at finding out how organizational culture, commitment, and climate related to teacher

absenteeism in the chosen public secondary schools within the fourth district of Iloilo.

METHODOLOGY

In this study, the research design used was quantitative correlational research design to investigate the predictive

nature of organizational culture, organizational commitment, school climate, and teacher absenteeism. The

research was carried out in three state secondary schools within the 4th congressional district of Iloilo. A sample

of 320 teachers was used where a stratified random sampling was used to give a representative sample in terms

of subject areas and grade level.

Standardized tools were used in the collection of data. To assess the organizational culture of selected secondary

schools, this study employed the Organizational Culture Assessment Instrument (OCAI) developed by Cameron

and Quinn (2000). The OCAI is grounded in the Competing Values Framework, which categorizes organizational

culture into four types: Clan, Adhocracy, Market, and Hierarchy. It evaluates six dimensions of culture through

a structured survey format. The instrument has demonstrated acceptable internal consistency, with Cronbach’s

alpha values typically ranging from 0.70 to 0.80, indicating reliable measurement across its dimensions

(Cameron & Quinn, 2006; Hartnell, Ou, & Kinicki, 2011; Helfrich et al., 2007). Its construct validity has been

supported in various organizational contexts, including education, healthcare, and corporate settings, making it

suitable for examining culture-related predictors of teacher absenteeism.

Organizational commitment was measured using the Three-Component Organizational Commitment Scale

developed by Meyer and Allen (1991), which includes affective, continuance, and normative commitment

dimensions. This scale has been widely validated and shows strong internal consistency, with Cronbach’s alpha

values ranging from 0.75 to 0.88 across its subscales (Meyer & Allen, 1991; Meyer, Allen, & Smith, 1993). The

instrument is suitable for educational settings and has been used in various cultural contexts to assess

psychological attachment to organizations. The Organizational Climate Index (OCI) was used to assess school

climate based on collegial leadership, behavior of professional teachers and institutional vulnerability. The

variable of teacher absenteeism was measured in number of absences in the last academic year as self-reported.

Demographic information was also gathered including age, gender, years of experience and specialization in

subject.

School climate was measured using a standardized instrument adapted from Hoy, Tarter, and Kottkamp’s (1991)

framework. It has demonstrated strong internal consistency, with Cronbach’s alpha values typically ranging from

0.80 to 0.90 (Hoy et al., 1991; Johnson & Stevens, 2001). The instrument has been successfully used in Southeast

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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Asian educational settings, including the Philippines, to assess school climate and its impact on teacher behavior

(Bernardo, 2004; Reyes et al., 2015).

The statistical analysis was done on SPSS. The demographic respondent profile was summarized using

descriptive statistics. Correlations between variables were tested in Pearson correlation coefficients, and the

predictive power of organizational culture, commitment, and climate on absenteeism were assessed by the

multiple regression analysis. Linearity, normality and homoscedasticity assumptions were checked to ascertain

that the regression model is valid.

RESULTS AND DISCUSSION

The demographics of the 320 respondents who made significant findings consists of 218 female (68%) and 102

male (32%) wherein 110 came from Banate NHS (SHS-30, JHS-80), 130 from Barotac Nuevo NCHS (SHS-40,

JHS-80) and 80 from Anilao NHS (SHS-25, JHS-65) of whom they have the following teaching experience; 17

are less than 1 year, 51 are 1-3 years, 86 are 4-6 years and 166 are more than 6 years. The subjects that most of

the interviewees were instructing were in the major subjects like English, Science and Mathematics, which

represents a sample of a trained teacher teaching the core academic subjects. This percentage distribution is

consistent with demographic trends of the education sector in the Philippines in which female teachers are

usually found in the classrooms, particularly in the core subject areas (David et al., 2019).

As shown in Table 1 for now organizational culture, Clan culture (M = 2.84, SD = 1.00) is described as moderate.

The school culture leans toward collaboration, collegiality, and mutual support, but not strongly so. The relatively

larger spread (SD = 1.00) suggests meaningful variation across respondents—some teams may feel highly

collaborative, while others experience less of it.

Adhocracy culture (M = 2.63, SD = 0.85) is also described as moderate, indicating a moderate appetite for

innovation and flexibility. Teachers and leaders experiment at times, but innovation is not a defining strength

everywhere. The SD = 0.85 indicates moderate variability in how innovative or adaptive different groups

perceive the school to be.

Market culture (M = 2.40, SD = 0.64) is described as low. The environment places limited emphasis on external

competition, performance targets, and measurable results. With a smaller SD (0.64), respondents show fairly

consistent agreement that market-oriented drives are not dominant.

Hierarchy culture (M = 2.11, SD = 0.57) is described as low. Formal rules, standardized processes, and tight role

clarity are not prominent in the current culture. The lowest SD (0.57) signals strong consensus that bureaucracy

and formalization are limited. This can enable agility, but it may also create inconsistency in procedures if basic

process discipline is missing.

The “Now” profile is collaborative and somewhat flexible (Clan & Adhocracy at moderate levels), with less

emphasis on competition and bureaucracy (Market & Hierarchy at low levels). In short: people-centric,

moderately innovative, lightly structured, and not strongly performance-driven.

The analysis of the preferred organizational culture among the 320 respondents revealed distinct patterns in their

desired work environment. Among the four cultural dimensions—Clan, Adhocracy, Market, and Hierarchy—the

Market culture emerged as the most preferred, with a mean score of 2.67 (SD = 0.64), interpreted as moderate.

This suggests that teachers favor a culture that emphasizes achievement, results, and accountability, although

only to a moderate extent. The relatively low standard deviation further indicates a fair level of agreement among

respondents regarding the importance of performance orientation.

In contrast, Clan culture (M = 2.39, SD = 1.00), Adhocracy culture (M = 2.49, SD = 0.85), and Hierarchy culture

(M = 2.45, SD = 0.57) were all rated low, indicating limited preference for highly communal, innovation-driven,

or bureaucratic environments. The high variability observed in Clan culture (SD = 1.00) suggests that while

some teachers value collegiality and strong interpersonal relationships, others do not prioritize these aspects as

strongly. Similarly, the moderate variability in Adhocracy culture indicates mixed attitudes toward innovation

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

and flexibility—teachers may appreciate occasional opportunities for creativity but do not desire a culture

dominated by continuous change. The low mean and relatively small standard deviation for Hierarchy culture

reflect a consistent preference for minimal formalization and bureaucracy, with teachers favoring simple and

clear processes over rigid structures.

Overall, these findings suggest that teachers envision an organizational culture that balances performance

orientation with simplicity and adaptability, rather than one heavily focused on close-knit relationships,

continuous innovation, or strict procedural control. This preference aligns with the practical realities of public

secondary schools, where resource constraints and systemic challenges may limit the feasibility of highly

innovative or hierarchical approaches. The moderate inclination toward Market culture implies that respondents

value measurable outcomes and accountability but within a supportive and non-punitive framework.

This finding suggests that Preferred culture is balanced across all four types, with a slight tilt toward performance

orientation and light structure. In contrast, the Now culture leans people-centric and flexible, but is less

performance-driven and lightly structured. The desired shift is from community/innovation dominance to a more

even mix that includes results focus and process clarity.

This result conforms with the findings of Deal and Peterson (2016), who emphasized that when an organization’s

existing culture aligns with the staff’s values and expectations, employees tend to demonstrate stability and

commitment, which reduces workplace dissatisfaction.

As shown in Table 2, affective commitment is described as high (M = 3.70,

As shown in Table 2, affective commitment is described as high (M = 3.70, SD = 0.41). Teachers report a strong

emotional attachment to the school—identifying with its mission, feeling proud to belong, and valuing their

membership. The lower dispersion (SD = 0.41) indicates relatively consistent sentiment across respondents,

suggesting that the school’s values and day-to-day experience resonate widely. This provides a solid foundation

for engagement, discretionary effort, and collaboration.

On the other hand, continuance commitment is described as high (M = 3.65, SD = 0.52). Teachers also perceive

meaningful costs associated with leaving (e.g., seniority, benefits, location, role fit). The moderate SD (0.52)

implies some variability in these perceived costs across staff groups. While high continuance commitment can

support retention, an overreliance on the “costs of leaving” can produce a feeling of being “trapped” if not

balanced by positive experiences and growth opportunities.

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Normative commitment is described as high (M = 3.99, SD = 0.67). This is the highest among the three

commitment types—teachers feel a strong sense of duty and obligation to remain with, and contribute to, the

school. The higher dispersion (SD = 0.67) suggests greater differences in duty-based norms across departments

or sites; some teams feel a very strong moral obligation, while others are less bound by these expectations.

Normative commitment can be a powerful stabilizer of attendance and cooperation when it is grounded in fair

policies, transparency, and shared values.

The results of this study are consistent with the findings of Meyer and Allen (1991), who proposed that the three

components of organizational commitment are interrelated yet distinct constructions that collectively influence

employee retention and attendance. Their study similarly found significant positive correlations among affective,

normative, and continuance commitment, indicating that employees who feel emotionally attached to their

organization are also more likely to feel obligated to stay and recognize the costs of leaving. Thus, the current

results conform with previous literature that emphasizes the multidimensional and mutually reinforcing nature

of organizational commitment.

As shown in Table 3, collegial leadership is described as high (M = 4.16, SD = 0.56). Perceptions of leadership

are strongly positive: leaders are seen as supportive, approachable, and fair, fostering open communication and

collaborative decision-making. The moderate dispersion (SD = 0.56) suggests that this supportive experience is

fairly consistent across staff. This provides a stable foundation for teacher engagement and coordinated

improvement work.

Professional teacher behavior is described as very high (M = 4.26, SD = 0.58). Faculty norms emphasize

professionalism, preparedness, and collegial conduct at a very high level. Teachers are perceived to collaborate,

uphold instructional standards, and act responsibly toward students and the organization. The SD (0.58) indicates

consistently strong professionalism across units, which typically correlates with reliable instructional quality.

Achievement press is described as very high (M = 4.26, SD = 0.60). There is a pronounced emphasis on academic

excellence and student outcomes—clear expectations, a focus on improvement, and a shared commitment to

achievement. With the SD (0.60), staff widely experience this results orientation. This climate can drive

performance; however, it warrants careful calibration to avoid fatigue or burnout (e.g., pacing initiatives,

recognizing incremental gains).

Institutional vulnerability is described as high (M = 3.90, SD = 0.77). Despite the strengths noted above, schools

feel substantially exposed to external pressures (e.g., resource constraints, stakeholder demands, policy shifts)

that can disrupt routines and focus. The largest dispersion (SD = 0.77) signals uneven exposure—some sites or

departments experience more disruption than others. Attention to buffering mechanisms is advisable (e.g., clear

stakeholder protocols, policy clarity, resource advocacy, and boundary management).

The climate profile combines supportive leadership, very high professionalism, and very high achievement

focus, but with elevated external vulnerability. Net effect: the internal conditions for teaching and learning are

strong, yet performance and well-being could be periodically threatened by outside pressures unless schools

actively buffer and prioritize.

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Table 4 shows the number of respondents and the number of absences recorded. Across 320 respondents, 27.5%

reported good attendance, and 30% had 0–1 day absent per month. Overall, 25% were absent ≤2 days per month,

while 17.5% were absent ≥3 days per month. The estimated average absence is 1.39–1.45 days per person per

month. This indicates a generally healthy attendance pattern, with a small at-risk segment. The attendance survey

suggests a largely positive attendance trend among the surveyed population, with the majority reporting minimal

absences; however, a significant minority experiences more frequent absences, warranting targeted support.

Table 5 presents Pearson’s r correlations, indicating no significant relationships between teacher absenteeism

and the organizational variables examined: now culture (r = −.010, p = .857), preferred culture (r = .059, p =

.292), organizational commitment (r = −.027, p = .629), and school climate (r = −.097, p = .097). All coefficients

were negligible in magnitude, and none reached statistical significance at α = .05. These findings suggest that,

within this sample, teacher absenteeism is not meaningfully associated with current or preferred culture,

commitment, or climate scores.

Prior research emphasizes that a strong, cohesive culture can reduce absenteeism by fostering a sense of

belonging and shared values (Lok & Crawford, 2004). However, the weak and non-significant correlations here

suggest that either the culture is not well-internalized by employees or other factors (e.g., personal stressors,

health) are more influential.

Meyer and Allen’s (1991) three-component model of commitment posits that affective commitment is most

predictive of attendance. The non-significant result here may reflect low affective commitment or the influence

of external factors overriding commitment-based decisions.

Although climate showed a slightly stronger negative correlation (ρ = –.097), it was still non-significant. This is

surprising given literature suggesting that supportive climates reduce absenteeism (Schneider et al., 2013). It

may indicate that climate alone is insufficient to influence attendance without other mediating variables like

leadership or workload.

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In Table 6, a multiple regression analysis was conducted to examine whether current (Now) culture, preferred

culture, organizational commitment, and school climate predict teacher absenteeism. The overall model was not

statistically significant, R = .016, R² = .004, F(4, 315) = 1.305, p = .268, indicating that the set of organizational

variables explained approximately 0.4% of the variance in absenteeism.

At the predictor level, none of the coefficients reached conventional significance (α = .05). Now Culture

demonstrated a negligible effect on absenteeism, B = 0.199, SE = 2.693, β = .004, t(315) = 0.074, p = .941, with

a wide 95% CI for B [−5.11, 5.50], suggesting substantial uncertainty around the estimate. Preferred Culture

showed a small, positive, and nonsignificant association, B = 1.855, SE = 1.703, β = .061, t(315) = 1.089, p =

.277, 95% CI [−1.50, 5.21]. Organizational Commitment likewise yielded a small, nonsignificant effect, B =

0.245, SE = 0.212, β = .098, t(315) = 1.157, p = .248, 95% CI [−0.173, 0.663]. School Climate showed the largest

standardized effect in magnitude and approached significance, B = −0.411, SE = 0.210, β = −.166, t(315) =

−1.962, p = .051, with a 95% CI [−0.825, 0.003], narrowly spanning zero. Although this trend suggests that more

positive climates may be associated with lower absenteeism, the effect did not meet the threshold for statistical

significance and should be interpreted cautiously.

Interpretively, these findings indicate that, in this sample, absenteeism appears weakly related to the measured

organizational factors when considered simultaneously. The very small model R² and the non-significant

coefficients align with the possibility that personal, health-related, and systemic influences (e.g., illness, family

responsibilities, commute constraints, administrative workload, policy shifts) exert stronger effects on

attendance patterns than organizational culture, commitment, or climate alone. Moreover, the borderline result

for School Climate suggests that, while organizational conditions may matter, their influence could be indirect,

moderated (e.g., by workload or leadership support), or masked by unmeasured variables. Future analyses that

incorporate objective attendance records, broader covariates (e.g., health, caregiving burden, travel time), and

multilevel designs (e.g., teachers nested within schools) may yield a more nuanced account of absenteeism.

Longitudinal models could also clarify temporal precedence—whether changes in climate or commitment

precede changes in attendance.

Practical implications for school leaders include: (a) continuing to strengthen climate through supportive

leadership, professional collaboration, and buffering from external pressures, given its near-significant and

theoretically plausible negative association with absenteeism; (b) pairing organizational initiatives with targeted

personal supports (e.g., wellness programs, flexible scheduling, streamlined administrative tasks); and (c)

monitoring attendance using non-punitive, developmental approaches that emphasize early identification and

assistance for at-risk staff. Collectively, such strategies address both organizational context and the

personal/systemic drivers likely to shape attendance behavior.

Prior studies have emphasized that a strong and cohesive culture can reduce absenteeism by fostering shared

values and behavioral norms (Lok & Crawford, 2004). However, the non-significant effects of both Now Culture

and Preferred Culture suggest that cultural perceptions may not directly influence absenteeism unless they are

deeply internalized or aligned with personal values (Gregory et al., 2009).

Meyer and Allen’s (1991) three-component model posits that affective commitment is most predictive of

attendance. The lack of significance here may indicate that employees’ commitment levels are either low or

overshadowed by external factors such as personal health, family responsibilities, or job stress (Johns, 2008).

Although climate showed the strongest effect among the predictors (β = −.166), it narrowly missed statistical

significance. This aligns with Schneider et al. (2013), who found that a positive climate can reduce withdrawal

behaviors, but its impact may be moderated by other variables, such as leadership support or workload.

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CONCLUSION

This study investigated the predictive relationship between organizational culture, organizational commitment,

and school climate on teacher absenteeism in selected Philippine secondary schools. Despite theoretical and

empirical support for these organizational variables as influential factors in employee attendance, the findings

revealed no statistically significant correlations or predictive power. Spearman’s rho correlations showed weak

and non-significant associations between absenteeism and Now Culture, Preferred Culture, Commitment, and

Climate. Likewise, the multiple regression analysis indicated that none of the variables significantly predicted

absenteeism, with Climate approaching but not reaching statistical significance.

These results suggest that teacher absenteeism in this context may be more strongly influenced by personal,

health-related, or systemic factors rather than by organizational dynamics alone. While the literature supports

the role of organizational culture (Lok & Crawford, 2004), commitment (Meyer & Allen, 1991), and climate

(Hoy et al., 1991; Schneider et al., 2013) in shaping employee behavior, the current findings highlight the

complexity of absenteeism and the need for more nuanced, context-sensitive approaches. Particularly in the

Philippine public school setting, external pressures such as administrative workload, resource limitations, and

socio-economic challenges may dilute the impact of organizational factors.

In light of these findings, future research should consider integrating personal and systemic variables alongside

organizational constructs to develop a more comprehensive understanding of absenteeism. Moreover, qualitative

investigations may uncover deeper insights into the lived experiences of teachers, revealing subtle cultural and

contextual influences not captured by quantitative measures. Ultimately, addressing absenteeism requires a

multifaceted strategy that goes beyond organizational reform to include policy support, health interventions, and

community engagement.

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