ORGANISATIONAL NORMS AS PREDICTORS OF TEACHERS’ JOBCOMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined organisational norms as predictors 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 was a correlational research design. The population of the study is 6,919 teachers in the 266 public secondary schools from the six Education Zones in Anambra State. The sample of 691 teachers (that is, 10% of teachers’ population) was used for the study. Proportionate stratified and simple random sampling techniques were used for the study. Three instruments were used for data collection: Organisational Norms Questionnaire (ONQ) and Teachers’ Job Commitment Questionnaire (TJCQ). The instruments were subjected to face and construct validation by three experts. The average coefficient values of 0.80 for ONG and 0.85 for TJCQ are considered highly reliable and suitable for the study. Simple linear regression analysis was used for the study. The findings of the study revealed that recognition involvement of teachers’ in decision-making (r=0.653, p=0.000) and positively and significantly predicted teachers’ job commitment in public secondary schools in Anambra State. This implies that improvement in organisational norms leads to proportional improvement in teachers’ job commitment in public secondary schools in Anambra State. The study concluded that adequate application of principals’ job competencies and good practices of organisational norms positively and significantly predicted teachers’ job commitment in public secondary schools in Anambra State. Based on the findings, the study recommended among others that Principals should directly or indirectly involve teachers’ in decision-making in the school affairs. This is because most of the problems in the school are sometimes first identified by the teachers and in most cases they may have discussed the problem among themselves and knows the right thing to be done. So if the principal should involve teachers in decision-making he/she would have easy solutions to the existing problems in the school. The study contributed to knowledge by establishing the fact that the combination of the components of organisational norms such as and involvement of teachers’ in decision-making and recognition has a strong positive and significant prediction on teachers’ job commitment in public secondary schools in Anambra State, Nigeria.