Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.6534542 Research Article Francis Rayo 2/10 Amidst the COVID-19 Pandemic: Teacher's Commitment and Its Influence on Job Performance Francis Rayo*, John Allen Pablo, Reana Tuazon, Edmark Versoza, Rheza Mae Pacut, Wenelyn Dela Cruz, Mica Mergenio, Shena Marie Pacano, Paula Mae Plamenco, Edlin Porras, Christine Paula Recaña, Jovelyn Teaño For affiliations and correspondence, see the last page. Abstract The pandemic significantly affects all sectors, especially the education sector. This includes changing the teaching pedagogy, learning setup, and educational goals. Thus, teachers directly impact the learning process, the quality of students' work, and the patterns of competitive output. The academic workforce's quality affects the quality of learners. To perform successfully, teachers with competence certifications should teach subjects that are appropriate for their qualifications. Furthermore, this study investigates the influence of teacher's commitment on their job performance amidst the COVID-19 pandemic. Based on the statistical analysis, the respondents’ affective commitment (B= 2.02), continuance commitment (B= 1.06), and normative commitment (B= .51) are significant with an associated probability greater than 0.05 alpha level of significance. Implications of the study were discussed, and recommendations for future research were suggested. Keywords: Job Performance, Commitment, COVID-19 Pandemic, Public SchoolTeachers, Philippines Introduction The current academic year was unlike any other in my experience as an undergraduate. Schools resumed in the autumn of 2020, employing various in-person, hybrid, and remote learning approaches after countrywide school closures in the spring of 2020. As a result, teachers had to become flexible and creative in their approach to education, utilizing both synchronous and asynchronous methods to engage with their students, families, and other colleagues. During the height of the epidemic, several teachers returned to classroom instruction due to health concerns. Concerns have been raised concerning an increase in teacher turnover and future teacher shortages as a consequence of teachers' high levels of stress and burnout during these rare pandemic periods (Zamaro, 2021). Teachers directly influence the learning process, learners' quality, and competitive output patterns. The quality of the education workforce determines the quality of learners. Teachers with competence certifications should teach appropriate subjects for their qualifications to perform successfully. However, some teachers continue to teach inconsistent with their competence credentials. This can lead to poor learning quality if teachers do not effectively prepare, implement, and evaluate their lessons, this demonstrates the teachers' poor performance. Furthermore, the performance of the teacher is a crucial aspect in determining a school's success. Also, teachers' commitment to the teaching process is vital (Istanti et al., 2020). According to Collie (2011), teachers' commitment is critical for teachers, schools, and pupils. It is intimately related to teaching and learning, academic performance, and well-being. De Lima (2015) mentioned the importance of the link between professional commitment and teacher performance reveals a significant association between professional commitment and teacher performance. Moreover, it means that teachers' commitment is strongly linked to the quality of their job, which has a significant effect on student progress. The study indicates that professional commitment affects teacher performance. Among the three markers of professional commitment, only perseverance commitment had little effect on teaching performance. Furthermore, the findings revealed that teacher competency and dedication had a considerable favorable influence on professional teachers' performance. In addition, employee job performance is an essential indicator of organizational performance. Employee productivity is crucial to an organization's ability to operate and accomplish its goals. Job performance refers to a teacher's accomplishments in a certain period of time. Principals may help their instructors succeed by recognizing their needs and trying to accommodate them. Teachers' work performance is multifaceted. Students' problems may be solved by continuously considering individual differences among students and