ORGANIZATIONAL CULTURE AS CORRELATE OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined organizational culture as correlate of teachers’ job commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study comprised 7248 teachers in public secondary schools in six Education Zones in Anambra State. The sample size for the study was 580 teachers drawn from the population of the study. Multi-stage sampling procedure was used for the study. The instruments for data collection were researchers-structured questionnaire titled: Organizational Culture Questionnaire (OCQ), and Teachers’ Job Commitment Questionnaire (TJCQ). The instruments were validated by three experts. The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the average coefficient of 0.77 for OCQ and TJCQ is 0.85. The data were analyzed using Pearson Product Moment Correlation Coefficient. The study revealed that employees’ empowerment (r = 0.435; p < 0.050), and professional development (r = 0.837; p < 0.001) have positive and significant relationship with teachers’ job commitment in public secondary schools in Anambra State. The study concluded that organizational culture has positive and significant relationship with teachers’ job commitment in public secondary schools in Anambra State. The study recommended that management should strengthen employee empowerment initiatives to enhance teachers’ commitment and effectiveness. This can involve establishing clear guidelines for involvement in school governance to promote higher levels of job commitment.