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School climate implicitly affects the aptitudes of teachers. This paper explores the influence of the school climate on the commitment and motivation of JHS teachers in the private schools in Bogo City, Cebu, Philippines. This quantitative study utilizes regression analysis to determine the relationship between school climate and commitment and motivation. There were 105 teachers from the six private schools. The findings reveal that: (1) teachers perceived very frequently the school climate dimensions, (2) teachers slightly agreed on the statements of organizational commitment, (3) teachers agreed on the statements of motivation, and (4) among the school climate index identified, teacher professionalism, academic press, and community engagement were not significant predictors to the commitment of teachers. The results yielded that statistical significance only existed between motivation and community engagement of teachers. It reveals that community engagement and motivation have a strong connection. Community engagement is a significant predictor of a teacher's motivation at a 0.01 level of significance (t(3.466), p-value(0.001)). Collegial leadership is a significant predictor of teachers’ commitment at a 0.01 level of significance (t(3.062), p-value(0.003). Thus, this study concludes that the junior high school teachers in the private schools in Bogo City perceived that the four dimensions of school climate: collegial leadership, teacher professionalism, academic press, and community engagements contribute to the positive school climate in the private schools. Moreover, collegial leadership was a significant predictor of commitment. Hence, community engagement is a significant predictor of motivation among teachers.
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