The study was conducted to find out the best fit model for the organizational commitment of teachers of schools comprising the Diocese of Butuan Educational System (DBES) in Region XIII. A descriptive correlational research design was used to attain its objectives. The respondents of the study were the basic education teachers from the private basic education schools comprising the DBES in Region XIII. The universal sampling technique was used in determining the schools while purposive sampling was used in choosing the respondents. An adapted survey questionnaires consisting of items designed mainly to answer the problems of the study were used. The Levels were measured using mean and standard deviation while significant relationships and influences were measured using Pearson-r and multiple regressions respectively. To generate the best fit model for organizational commitment, the structural equation modeling (SEM) was used. The results revealed that the level of organizational climate of schools was very high which implied that the school's organizational climate was always manifested. The level of leadership skills of principals was very high which implied that the leadership skills of principals were always evident. The level of instructional management of principals was very high which implied that the instructional management of was always demonstrated. The level of organizational commitment of teachers was very high which implied that the organizational commitment of teachers was always observed. Further, positive correlations between organizational climate and organizational commitment, leadership skills and organizational commitment, and instructional management and organizational commitment existed. These showed that increases in the level of organizational climate, leadership skills, and instructional management will result in to increase in the level of organizational commitment. Furthermore, there was a singular significant influence between organizational climate and organizational commitment and between instructional management and organizational commitment and there was no singular significant influence between leadership skills and organizational commitment. Moreover, there was a combined influence of organizational climate and instructional management on organizational commitment of teachers. The best fit structural equation model yielded good model results as indicated by the indices of goodness fit. It was found out that organizational climate and instructional management were directly significant in predicting organizational commitment. Also, the organizational climate was found to be a significant predictor of instructional management. This implied that in attaining and sustaining an improved organizational commitment, school administrators should keep a satisfying organizational climate and a dynamically progressing, creative and innovative instructional management.
Education, organizational climate, leadership skills, instructional management, organizational commitment, structural equation model, Philippines
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