A PATH ANALYSIS OF SELF- ESTEEM, JOB SATISFACTION, ORGANIZATIONAL COMMITMENT AND SELF- EFFICACY OF TEACHERS

MADELENE C. ALONZO

Abstract


This study examined the structural relationships among self-esteem, job satisfaction, organizational commitment, and self-efficacy among teachers using a quantitative path analysis approach. The study aimed to determine the level of the variables, examine the relationships among them, and identify structural models that best represent their interactions. A descriptive–correlational research design with path modeling was employed. Data were collected from 201 teachers using a structured survey questionnaire adapted from established measures in previous educational studies. Descriptive statistics, correlation analysis, regression analysis, and structural model evaluation were utilized to analyze the data. The findings revealed that teachers demonstrated high levels of self-esteem, job satisfaction, organizational commitment, and self-efficacy. Professional self-worth emerged as the highest indicator of self-esteem, intrinsic satisfaction from teaching as the highest indicator of job satisfaction, affective commitment as the highest indicator of organizational commitment, and classroom management self-efficacy as the highest indicator of self-efficacy. Significant relationships were found among the variables, particularly between self-esteem and self-efficacy. Regression results further indicated that self-esteem, job satisfaction, and organizational commitment significantly predicted teachers’ emotional experiences at work. Structural model testing showed that the proposed models required refinement, as several models were overspecified or demonstrated poor model fit. These results suggest that teachers’ psychological beliefs and workplace experiences play an important role in shaping their professional confidence and engagement. The study highlights the importance of strengthening teacher support systems, promoting positive work environments, and enhancing professional development initiatives to sustain teacher motivation and effectiveness in educational institutions.

Keywords


self-esteem, job satisfaction, organizational commitment, self-efficacy, path analysis, teachers, Kidapawan City, Philippines

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i2.249

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