Workplace Culture and Environment towards Teacher’s Performance

The Mediating Role of Professional Commitment

Abstract

The study aimed to determine the relationship between workplace culture and environment, teachers’ performance, and the mediating role of professional commitment. It employed a descriptive-correlational design to see if professional commitment mediates this relationship. Respondents included 261 teachers in the Calauan Sub-Office, Division of Laguna. The data was gathered using a validated survey questionnaire. The data were analyzed using mean, standard deviation, Pearson product-moment correlation and mediation analysis.

The study’s findings were summarized as follows: teachers perceived a high level of workplace culture, workplace environment, professional commitment and a very high level of teacher’s performance. Perceptions of workplace culture reveal a significant correlation to teacher’s performance. Similarly, the workplace environment shows a significant correlation to teacher performance. On the other hand, professional commitment partially mediated the relationship between workplace culture and teacher performance. However, professional commitment does not mediate the relationship between workplace environment and teacher performance. Thus, this study recommends that schools foster a positive workplace culture and environment wherein teachers can collaborate effectively, participate in decision-making, be highly committed, and ensure good performance.