Job and Organizational Commitment of Public Secondary School Teachers in Oyo State, Nigeria

Abstract

The study determined the level of job commitment and organizational commitment dimensions of public secondary school teachers in Oyo State, Nigeria. Descriptive research design was used to guide the study. The population consisted of eleven thousand, seven
hundred and thirty-two (11,732) teachers in public secondary schools in Oyo state from which multi stage sampling procedure was used to obtain two thousand, seven hundred and twenty-six (2,276) respondents while descriptive statistics of simple percentage, mean, and frequency were used to analyze the data obtained for the study. Findings of the study revealed that job commitment of public secondary school teachers was low (weighted mean = 2.31), affective organizational commitment was moderate (weighted mean = 2.62), continuance organizational commitment was high (weighted mean = 3.24) and normative organizational commitment was low (weighted mean = 1.77). Low level of job commitment among public school teachers was not unconnected to turnover intention indices such as workload, promotional prospect and teacher autonomy. The study, therefore, it was recommended that all hands should be on deck in order to devise necessary measures to ensure that teachers are more committed to their jobs which can be accomplished through genuine inspiration, a strong leadership style, and creation of an empowering environment that fosters education and learning, and a strong cultural recognition of the teaching profession. Also, government should ensure adequate
educational planning or create a framework to encourage teachers to develop affective organizational commitment. Such policies should also aim at reducing to the barest minimum continuance organizational commitment among public secondary teachers,
which was discovered to be high in this study.