Administrative Support and Teacher's Commitment in Public Elementary Educational Institutions

This research examined the nexus between administrative support and teacher commitment within public elementary educational institutions in the Maa District of Davao City. The primary objective was to evaluate the extent of administrative backing, assess the current level of professional commitment among educators, and determine which specific support dimensions significantly predict teachers' professional dedication. Employing a quantitative descriptive-correlational research design, the study utilized structured survey instruments adapted from established academic frameworks to collect evidence. The respondent pool comprised 190 public elementary teachers selected via random sampling. Statistical analysis involved calculating means for descriptive data, while Pearson's r correlation and Multiple Linear Regression were applied to test variable relationships and identify predictive influences. Results indicated that both administrative support and teacher commitment reached a "very high" level, suggesting these practices are consistently evident across the district. A significant moderate positive correlation was established, confirming that enhanced support fosters greater professional commitment. Regression analysis revealed that recognition and incentive systems are the most potent predictors of commitment, followed by professional development and resource provision, while collegial support showed no significant independent effect. The study recommends that despite the overall very high results, the lowest-rated indicators highlight areas for improvement. Schools may enhance access to updated resources, expand professional development opportunities, and ensure transparent recognition systems to strengthen teacher motivation and competence. Strengthening collegial and supervisory support through collaborative practices is also essential. Moreover, reinforcing teachers' commitment to the profession, learners' learning, and school goals, along with promoting continuous improvement through structured development plans, will further improve instructional effectiveness and sustain teacher commitment.