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SUMMARY, CONCLUSIONS, AND RECOMMENDATION
This chapter presents the summary made in connection to the problem identified in the first chapter. The conclusions and recommendations are provided to achieve a level of generalization for the findings of the study. Summary The study utilized a descriptive and correlational approach to examine the psychological well-being, organizational commitment, and teaching competence of elementary school teachers in the Quezon Districts of Bukidnon. Limiting the study to elementary school teachers allows more focused analysis within a specific educational context. The study centered on three primary variables: psychological well-being, organizational commitment, and teaching competence. These variables were assessed using established scales and questionnaires designed to capture teachers' perceptions accurately. Data collection took place during the fourth quarter of the 2023-2024 school year, with the timeline for analysis and reporting contingent upon participant availability. Employing a quantitative research method, the study used structured surveys to gather numerical data on the identified variables. This approach facilitated a comprehensive understanding of the relationships between psychological well-being, organizational commitment, and teaching competence among the teachers surveyed. Findings revealed that the psychological well-being of the teachers of the Division of Bukidnon shows an overall descriptive rating of āAgreeā and is interpreted as a general "High well-being" (3.62) as clearly presented in the six (6) dimensions: autonomy (3.74), self-acceptance (3.68), positive relations (3.62), environmental mastery (3.58), and purpose in life (3.46). These summarize that the teachers generally feel empowered, accepted, and
capable, which is essential for their effectiveness and satisfaction in the teaching profession. The results highlight the importance of supporting teachers' well-being, as it not only influences their personal fulfillment but also impacts their ability to create a positive learning environment for their students. On the other hand, the organizational commitment displayed by the teachers of the Division of Bukidnon indicates a "highly committed commitmentā (3.57), specifically on the three (3) dimensions, namely, continuance commitment (3.73) indicating that teachers recognize the benefits of remaining in their positions, likely due to career stability and personal investment. Normative commitment (3.58) reflects a sense of obligation to stay with the organization, and affective commitment (3.40) suggests that while teachers feel some emotional connection to their roles, there is an opportunity for improvement in this area. These findings indicate that although teachers are highly committed, enhancing affective commitment could further strengthen their connection to the organization. Moreover, the teaching competence of the teachers in the Division of Bukidnon was always observed (4.46), indicating that they were highly competent. Five dimensions show a very highly competent practice level of teacher teaching competence: classroom management skills (4.51), and evaluation skills (4.51) highlight their ability to maintain an organized learning environment and assess student progress effectively. Additionally, strong teaching skill (4.44), and mastery of subject matter (4.41) further reinforce their capability to deliver quality education while communication skills received a slightly lower rating (4.38) they still reflect a solid competence. The Correlation analysis of this study reveals significant correlations between Teaching Competence, Psychological Well-Being, and Organizational Commitment among teachers. Notably, there is a positive correlation between teaching competence and self-acceptance (r = 0.196, p = 0.001), indicating that teachers who feel more competent tend to have a more positive self-view.
the negative implications of affective commitment must also be addressed to prevent burnout and encourage a focus on professional growth. Additionally, while strong emotional ties can create a supportive environment, they may detract from professional development. Teachers who feel less emotionally attached to their schools are likely to concentrate more on enhancing their teaching skills, which can lead to improved competence. Overall, the integration of Ryffās model of psychological well-being and Meyer and Allenās model of organizational commitment provides a comprehensive understanding of the factors that contribute to teaching competence. Fostering an environment that supports these aspects is essential for the professional development of teachers and ultimately benefits student learning outcomes. Conclusions Based on the analysis of psychological well-being, organizational commitment, and teaching competence among teachers, the study draws the following conclusions: Most teachers in the study possess a high level of psychological well- being particularly in autonomy, environmental mastery, personal growth, positive relations, purpose in life, and self-acceptance, indicating that when teachers are mentally healthy, they create a better learning environment for their students. Healthy well-being is essential for their effectiveness in the classroom and overall job satisfaction, underscoring the importance of fostering supportive environments that promote both personal and professional growth. Moreover, teachers in the Division of Bukidnon demonstrate a high level of organizational commitment, particularly in continuance and normative domains organizational commitment across the three (3) indicators affective, continuance, and normative commitment indicates a positive. This shows evidence of a strong sense of organizational commitment, driven primarily by their recognition of the benefits of their positions and a sense of obligation to their profession. This commitment is crucial for fostering a stable and effective
educational environment, suggesting that initiatives to enhance emotional engagement may further strengthen their dedication. Additionally, the teachers demonstrate a very high level of teaching competence they are well-equipped to provide effective instruction, contributing positively to student outcomes and the educational environment. Continuous professional development in communication skills could further enhance their teaching competence. The correlation analysis reveals significant positive correlations between teaching competence, psychological well-being, and organizational commitment among teachers. Higher levels of teaching competence are associated with greater self-acceptance and autonomy, which contribute to job satisfaction. Additionally, competent teachers are more likely to feel committed to their organizations, influenced by job security and a sense of obligation. Thus, the null hypothesis is rejected. The Regression analysis reveals that both psychological well-being and organizational commitment significantly influence teachers' competence, underscoring the importance of a holistic approach to teacher development. By integrating Ryffās model of psychological well-being and Meyer and Allenās Three-Component Model of Organizational Commitment, it highlights valuable insights into how factors like self-acceptance, purpose in life, and varying levels of commitment affect teaching competence. The positive impact of self- acceptance and continuance commitment highlights the need for schools to foster environments that promote mental health and professional growth. Recommendations Based on the findings of this study, the following recommendations are proposed to enhance teachersā psychological well-being, organizational commitment, and teaching competence:
enhance teacher well-being, stakeholders can contribute to a healthier educational environment. For future researchers, this study presents several potential areas for further investigation. Conducting longitudinal studies could shed light on the variations in psychological well-being and organizational commitment within the teaching profession over time. Future research could delve into the factors influencing psychological well-being across various educational settings, such as urban versus rural schools or public versus private institutions. Additionally, examining the experiences of diverse teacher populations could highlight how different backgrounds affect well-being and commitment. Investigating the impact of leadership styles on teachers' psychological health and organizational commitment would also be beneficial. Lastly, exploring the relationship between teachersā well-being and student outcomes could provide a deeper understanding of the educational environment. These research directions can expand upon the findings of this study and contribute to a more thorough understanding of the teaching profession.
