Resilience Quotient, Job Satisfaction and Organizational Commitment of Public Secondary School Teachers of The Division of City Schools of Mandaluyong City



Resilience Quotient, Job Satisfaction, Organizational Commitment, Public Secondary School Teachers


This study was conducted to determine the interrelationship of Resilience Quotient, job satisfaction, and organizational commitment of 520 public secondary school teachers of the Division of City Schools of Mandaluyong. Questionnaires include the Resilience Quotient Questionnaire (Russell and Russell, 2006), the Job Satisfaction Survey (JSS) (Spector, 1985), and the Revised Organizational Commitment Scale (Jaros, 2007).  Percentage, frequency, weighted mean, and mean score was used to treat data.  To generate descriptive data, the Statistical Package for the Social Sciences (SPSS v. 20) and Microsoft Excel 2013 were utilized.  Meanwhile, the Pearson moment product of correlation was employed to identify significant relationships between the variables used in the study. Findings revealed that the respondents were highly resilient (WM= 5.125).  In terms of job satisfaction, the respondents were ambivalent (WM = 3.49). As regards organizational commitment in terms of affective commitment (mean score = 4.12), indebted obligation (mean score = 4.19), and moral imperative dimension (mean score = 4.77), the respondents were highly committed. Only continuance commitment was rated averagely (mean score = 3.95).  Overall, the respondents are highly committed (WM = 4.26). While the study was limited to public secondary school teachers of Mandaluyong City, the findings are quite imperative for all stakeholders especially the policymakers, the Department of Education (DepEd), school principals or school heads and administrators, teachers, Teacher Education Institutions (TEIs), and researchers.


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How to Cite

Resilience Quotient, Job Satisfaction and Organizational Commitment of Public Secondary School Teachers of The Division of City Schools of Mandaluyong City. (2016). Conference Proceedings of Educational Paradigm, Systems and Strategies, 3(2), 180.