The study determined the school climate and organizational commitment of teachers in MSU-UTC and MSU-ILS in Lanao del Sur during the school year 2014-2015. It described the teachers' assessment of their school climate in terms of supportive behavior; engaged teacher behavior; frustrated teacher behavior; and intimate teacher behavior; as well as their organizational commitment in terms of affective; continuance; and normative commitment. The study made used of the descriptive-correlational research method; and involved 145 participants. The data were gathered through an adopted-modified Organizational Commitment Description Questionnaire (OCDQ) and Organizational Commitment Questionnaire (OCQ) which were supplemented through a focus group discussion. Mean, standard deviation, and Pearson Product Moment Correlation were used to analyze and interpret the data of the study. The findings showed a very high degree of openness on school climate in terms of supportive principal behavior; engaged teacher behavior; and intimate teacher behavior. Moreover, the findings showed that the MSU feeder high schools teachers were all of the times committed to their schools in terms of affective commitment. Finally, MSU feeder high school climate was significantly correlated to teachers' organizational commitment. Hence, it is concluded that MSU feeder high schools are institutions characterized as having conducive working-learning environment for both teachers and students.
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