Organizational Culture as a Predictor of Work Commitment Among High School Teachers of Aldersgate College, Incorporated

This study examined organizational culture as a predictor of work commitment among high school teachers of Aldersgate College, Incorporated, a private rural institution in Solano, Nueva Vizcaya, Philippines. Anchored on Denison's Organizational Culture Theory and Allen and Meyer's Three-Component Theory of Work Commitment, a quantitative correlational design with a cross-sectional survey was employed. Total enumeration was used to include all 32 high school teachers as respondents, who answered a structured, four-point Likert questionnaire adapted from the Denison Organizational Culture Survey (α = .92) and the Organizational Commitment Scale (α = .89). Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple regression. Results showed that organizational culture was rated High overall (M = 3.46), with adaptability rated highest (Very High, M = 3.52) and mission rated lowest (M = 3.42). Work commitment was likewise rated High (M = 3.48), with continuance commitment highest (M = 3.63) and normative commitment lowest (M = 3.23). All four culture dimensions correlated significantly and positively with all three commitment components (r = .465 to .783, p < .01) and collectively predicted 66.2% of the variance in work commitment (R² = .662, F = 13.215, p < .01). Mission emerged as the sole statistically significant unique predictor (β = .629, p = .010). Thematic analysis of open-ended responses identified open communication, recognition, professional development, autonomy, work-life balance, and shared mission as the condition’s teachers most associate with sustained commitment. This study proposes a five-component management intervention plan, anchored in these findings, to strengthen teacher engagement, retention, and institutional effectiveness.