This study examined the underlying factors of Filipino teachers’ commitment. More specifically, it aimed to construct, develop, and evaluate teacher commitment scale. A total of 500 Filipino high school teachers of Region XII were selected in the quantitative survey. In the qualitative phase, seven teachers participated in the focus group discussion (FGD). Four themes emerged from the FGD that put emphasis on the respondents’ commitment towards teaching as their job, towards the institution, towards instruction, and towards their students. A 20-item teacher commitment scale was also constructed based from the results of FGD, which was subjected to quantitative survey. In the quantitative phase, out from 500 questionnaire responses, 250 were analyzed for exploratory factor analysis and another 250 were analyzed for confirmatory factor analysis. Results showed that the three underlying dimensions of teacher commitment scale include commitment to organization, commitment to teaching, and commitment to career. The derived three factor model of teacher commitment scale exhibits parsimonious fit as all model fit values had successfully met the criteria set by fit indices. The overall reliability was high which indicated that the tool had good internal consistency.
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