Organizational Culture, Commitment, and School Climate as Predictors of Teacher Absenteeism in Philippine Secondary Schools

Abstract

This study explored the predictive relationship between organizational culture, organizational commitment, and school climate on teacher absenteeism in Philippine public secondary schools. Employing a quantitative correlational design, data were gathered from 320 teachers across three schools in Iloilo’s fourth district. Standardized instruments assessed organizational culture (current and preferred), commitment, and school climate, while absenteeism was measured through self-reported monthly absences. Descriptive findings revealed that the prevailing organizational culture leaned toward Clan and Adhocracy types at moderate levels, emphasizing collaboration and flexibility, while Market and Hierarchy cultures were rated low. In contrast, the preferred culture indicated a shift toward Market orientation, suggesting a desire for greater performance and accountability. Organizational commitment was consistently high across affective, continuance, and normative dimensions, reflecting strong emotional attachment, perceived costs of leaving, and a sense of obligation among teachers. School climate was perceived as highly positive, characterized by supportive leadership, very high professional behavior, and strong achievement press. Despite these favorable organizational indicators, absenteeism patterns showed variability: some teachers reported one day of absence per month, others two days, and a smaller group four or more days, indicating that a minority remains at risk. Pearson’s r correlations revealed no significant relationships between absenteeism and organizational variables, and multiple regression analysis confirmed that none of the predictors significantly explained absenteeism, although school climate approached significance. These findings suggest that absenteeism may be influenced more by personal, health-related, or systemic factors than by organizational dynamics alone. The study underscores the need for integrated interventions that combine organizational strategies with personal, and policy-level supports to improve teacher attendance and sustain educational quality. Future research should incorporate broader variables and longitudinal designs to capture the complex interplay of factors affecting absenteeism.