Abstract
This study examined the relationship among organizational support, work engagement, and commitment of Key Stage 1 teachers in implementing inclusive education using a descriptive-correlational design. It assessed perceived organizational support in terms of training and development, recognition and rewards, and compensation and benefits; work engagement in dedication, vigor, and absorption; and commitment to inclusive practices. Findings revealed that teachers generally rated organizational support, work engagement, and commitment as high, indicating a supportive institutional environment and strong professional dedication to inclusive education. Most respondents were older and married, with varying lengths of service, reflecting a mature, experienced workforce. Significant differences emerged in selected areas: organizational support varied according to age, length of service, and aspects of training, compensation, and recognition, but not civil status; work engagement differed based on age and length of service in shared goals; and commitment showed variation in personal beliefs, age, and length of service, though not in collaboration, dedication, or civil status. Overall, results suggest that age, training, and teaching experience exert greater influence on organizational support, engagement, and commitment than civil status. The study underscores the importance of sustained professional development, adequate resources, recognition systems, and a positive organizational climate in strengthening teachers’ motivation and capacity to implement inclusive education. It recommends mentoring and peer-learning initiatives, tailored training based on career stage, integration of inclusive values into evaluation systems, and continuous monitoring to ensure equitable support and maintain high levels of engagement and commitment.
Keywords: Organizational support, teacher commitment, work engagement