Administrative Support and Teaching Commitment of Elementary School Teachers

Teacher commitment is a cornerstone of educational quality as it influences instructional motivation, classroom effectiveness, and student outcomes. However, this commitment is often shaped by the degree of administrative support provided by school leaders. Effective administrative assistance—through guidance, recognition, resource provision, and positive working conditions—can enhance teachers’ professional engagement, particularly in elementary education, where the foundation of lifelong learning begins. This study utilized a descriptive-correlational research design to examine the relationship between administrative support and teaching commitment among 142 elementary school teachers in the Division of Lanao del Norte, Philippines. A structured questionnaire measured five dimensions of administrative support and five dimensions of teaching commitment. Data were analyzed using mean, standard deviation, and Spearman rank-order correlation to determine the level and relationship of the two variables. Findings revealed that both administrative support (overall mean = 4.08) and teaching commitment (overall mean = 4.03) were rated high. Despite this, the correlation analysis (r = 0.031, p = 0.716) showed no significant relationship between the two variables, indicating that teachers’ commitment persisted regardless of administrative support. The results suggest that while administrators provide strong professional, resource, and emotional support, teacher commitment may be more influenced by intrinsic motivation and personal values. Continuous support mechanisms, professional development, and participatory leadership practices are recommended to sustain teacher engagement and educational effectiveness.