WORK ENVIRONMENT AS CORRELATE OF TEACHERS’ COMMITMENT TO WORK IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined work environment as correlate of teachers’ commitment to work in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level significance. The study adopted correlational research design. The population of the study comprised 5,133 teachers in 266 public secondary schools in six Education Zones in Anambra State. A sample of 513 teachers was drawn using proportionate stratified and simple random sampling techniques. The instruments for data collection were a researchers-structured questionnaire titled: “Work Environment Questionnaire (WEQ), and Teachers’ Commitment to Work Questionnaire (TCWQ)”. The face and construct validity of the instruments were established by three experts; one from Measurement and Evaluation and two in Educational Management. The reliability of the instruments were determined using Cronbach Alpha Coefficient method which gave coefficient values of 0.85, 0.86, and 0.91 respectively. Pearson Product Moment Correlation Coefficient was used to analyze the data. The study revealed that social work environment (r = 0. 692; p < 0.000) and psychological work environment (r = 885; p < 0.000) positively and significantly relate to teachers’ commitment to work in public secondary schools in Anambra State. The study concluded that work environment positively and significantly relate to teachers’ commitment to work in public secondary schools in Anambra State. The study recommended that school administrators should continue to address specific elements within the psychological work environment, such as workload and recognition, to implement targeted strategies aimed at enhancing teachers' commitment in these schools.