WORK ENVIRONMENT AND ORGANIZATIONAL CULTURE AS CORRELATES OF TEACHERS’ COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The main purpose of the study was to examine work environment and organizational culture as correlates of teachers’ 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. Correlational research design was adopted for the study. The population of the study comprised of 5149 teachers in the 267 public secondary schools in Anambra State. The sample of this study consisted 554 teachers as respondents’ constituting 10% of the population. This study adopted stratified random sampling technique and simple random sampling technique. The instruments for data collection were three structured questionnaires designed by the researcher, titled ‘Workplace Empowerment Questionnaire (WEQ), and Teachers Commitment Questionnaire (TCQ). The instruments were subjected to face and construct validation by three senior lecturers, two from Educational Management and one from Measurement and Evaluation, all from Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus, Anambra State. The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the results produced reliability coefficients of 0.75 for work environment, 0.91 for organizational culture and 0.82 for teachers’ commitment, which were considered highly reliable and suitable for the study. Pearson Product Moment Relationship was used to answer research questions 1-2, while test of significance of Pearson Product Moment Relationship was used to test hypotheses 1-2, at 0.05 level of significance. The findings showed that neither school work environment nor organizational culture significantly influences teachers’ commitment in public secondary schools in Anambra State. This suggests that teachers’ commitment may be more strongly driven by intrinsic motivations, personal values, and external socio-economic conditions than by institutional factors. Based on the findings, it was recommended that Government should improve teachers’ remuneration, incentives, and welfare packages to address external socio-economic factors influencing commitment. Professional development programmes should be strengthened to enhance teachers’ intrinsic motivation and sense of professional identity.