WORK ATTITUDES, SATISFACTION, AND ORGANIZATIONAL COMMITMENT AMONG PUBLIC SCHOOL TEACHERS UNDER BLENDED LEARNING MODALITIES IN THE DIVISION OF LUCENA

This study dealt with the work attitudes, level of satisfaction, and organizational commitment among public-school teachers under blended learning modalities. The study used a descriptive survey design; 308 teacher respondents were asked to participate in the research utilizing a validated self-devised research instrument. The study used complete enumeration for teachers in blended learning. Data were analyzed using weighted mean, t-test, ANOVA, and Pearson r. Results revealed that women aged 31-40 years old, with 11-15 years in teaching, completed the academic requirement for the graduate program without ICT training and have 25,000-35,000 earnings. The most common practice in the workplace is monitoring learners' progress. Teachers are very satisfied. Teachers highly demonstrate normative organizational commitment. No significant difference was found between work attitudes, job satisfaction, and organizational commitment when the public schools' teachers under blended learning were grouped according to demographic profile—a significant relationship between Compensation with normative commitment and work attitudes.