Linking School Climate to Teachers’ Motivation, Satisfaction, and Commitment Among Public High Schools in Muslim Mindanao

Persistent disparities in participation and completion rates across all levels of formal education remain a significant concern in Muslim Mindanao. Despite existing policy interventions, limited attention has been given to the role of school climate in shaping teacher-related outcomes that influence school performance and student engagement. Addressing this research gap, the present study examined the school climate of public secondary schools in Muslim Mindanao and its relationship to teachers’ motivation, satisfaction, and commitment. Utilizing a descriptive-correlational design, the study involved nine school heads and 270 teachers from nine mega public high schools located in Maguindanao del Sur, Cotabato City, Lanao del Sur, and Marawi City regions, comprising diverse ethnolinguistic groups such as the Maranao, Maguindanaon, Iranon, and non-Muslim communities. A validated questionnaire was employed to gather data on school climate and teacher-related variables, including demographic profiles. Results revealed that the teaching force was predominantly female, middle-aged, academically qualified, and holding permanent positions. The prevailing school climate was described as high in control, familiarity, and autonomy, factors which were found to influence teacher outcomes positively. Effective communication, in particular, emerged as a strong motivational factor, enhancing collaboration and collegiality. Teachers expressed high satisfaction in terms of work and relationships, although income satisfaction remained moderate. Statistically, school climate was moderately correlated with teachers’ motivation, satisfaction, and commitment. While no significant difference in school climate was found across the nine participating schools, significant differences were observed when grouped by division. Furthermore, teachers’ sex identity was found to significantly influence motivation, satisfaction, and commitment, whereas age, educational attainment, years of service, and ethnic origin showed no such relationship. These findings highlight the nuanced role of school climate and demographic variables in shaping teacher experiences and professional dedication in the context of Muslim Mindanao.