TEACHERS’ COMMITMENT AS CORRELATE OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE

Abstract

This study examined teachers’ commitment as a correlate of teachers’ satisfaction in public secondary schools in Delta State. The study was guided by two research questions and two hypotheses. The study adopted a correlational research design. The population of the study comprised all the 5,147 teachers in the 462 public secondary schools in Delta State. The study had a sample of 515 teachers. The stratified proportionate sampling technique was used to select 10% of teachers from each of the education zones in Delta State. The instruments for data collection were two sets of self-structured questionnaires.  The instruments underwent a pilot test to assess their reliability. The Cronbach Alpha statistic was used to determine the reliability of the instruments. Based on the reliability test results, Cluster I had a reliability score of 0.811 and Cluster II had 0.816. Pearson Product-Moment Correlation was used for data analysis. The Pearson Product-Moment Correlation was used to answer the research questions and test the hypotheses at a 0.05 level of significance. The study found that affective commitment has a very strong positive correlation with teachers’ job satisfaction in public secondary schools in Delta State, implying that teachers who are emotionally attached are more likely to find fulfillment, remain motivated and perform effectively. This emotional bond fosters resilience, engagement and a sense of purpose that enhances overall school performance. Conversely, the weak correlation between continuance commitment and job satisfaction suggests that teachers who remain in their jobs primarily for economic or survival reasons tend to experience low morale and disengagement. The study recommended that the Delta State Ministry of Education should promote supportive work environments by improving teacher welfare through better working conditions, recognition programs and participatory decision-making processes that strengthen affective commitment and job satisfaction. Principals should implement continuous professional development programs to help teachers acquire new skills, enhance instructional quality and build a stronger sense of belonging and emotional connection to their schools.