Relationship of profile and organizational commitment to quality of service among non-teaching personnel, East Zone SDO Ilocos Norte

Abstract

This study examined the profile, organizational commitment, and quality of service of non-teaching personnel (NTPs) in the East Zone of the Schools Division of Ilocos Norte (SDOIN). It also determined the differences in perceptions among respondents and the relationships among selected variables, and determined the relationships among the variables. The study was anchored on Social Identity Theory, the Three-Component Model of Organizational Commitment, and the SERVQUAL Model.

            The study utilized a descriptive-comparative-correlational research design. The respondents included 48 non-teaching personnel (administrative officers and administrative assistants), 67 school heads, and 150 clients selected through convenience sampling. Data were gathered using a questionnaire and analyzed using frequency counts, percentages, weighted mean, one-way analysis of variance (ANOVA), and Pearson product–moment correlation.

            The findings revealed that non-teaching personnel demonstrated a high level of organizational commitment, particularly in affective and normative dimensions, and a very high level of service quality across reliability, responsiveness, assurance, tangibles, and empathy. Significant differences were found in the perceived levels of organizational commitment and quality of service among the three groups of respondents. Organizational commitment was significantly related to service quality. Age and civil status were significantly related to organizational commitment, while other profile variables were not. No significant relationship was found between profile variables and quality of service.

            The results indicated that organizational commitment plays a vital role in enhancing the quality of service among non-teaching personnel. Employees who demonstrate strong emotional attachment and a sense of obligation to the organization tend to provide more efficient, responsive, and client-oriented services. The findings highlight the importance of strengthening organizational commitment, providing adequate support systems, and promoting professional development to sustain high-quality service delivery in public educational institutions.