SCHOOL ORGANIZATIONAL CULTURE AND JUSTICE AS PREDICTORS OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Abstract

This study investigated school organizational culture and justice as predictors of teachers’ job commitment in public secondary schools in Anambra State, Nigeria. Three research questions guided the study and three hypotheses tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study comprised all the 7,248 teachers in all the 267 government-owned secondary schools in Anambra State. The sample size of the study was 725 teachers drawn through proportionate stratified random sampling technique. Structured rating scale: Organizational Culture Rating Scale (OCRS); Organizational Justice Rating Scale (OJRS); and Teachers’ Job Commitment Rating Scale (TJCRS) were used for data collection. The instruments were face and construct validated. Internal consistencies co-efficient of 0.89, 0.83, and 0.92 were obtained for OCRS, OJRS, and TJCRS respectively using Cronbach Alpha statistical method. Simple linear and multiple linear regressions statistics (R) were used for data analysis. The findings of the study revealed that school organizational culture strongly and significantly predicts teachers’ job commitment in public secondary schools in Anambra State, Nigeria; (R = 0.647). The findings also revealed that school organizational justice strongly and significantly predicts teachers’ job commitment in public secondary schools in Anambra State, Nigeria; (R = 0.801). From the result of the joint prediction, it was established that school organizational culture and justice jointly and significantly predict teachers’ job commitment in public secondary schools in Anambra State, Nigeria; (R = 0.647). Thus, the study concludes from the findings that school organizational culture and justice are pivotal determinants of teachers’ job commitment in public secondary schools in Anambra State. Based on the findings, the study recommended among others that Ministry of Education should establish and enforce policies that prioritize equity, fairness, and a positive organizational culture in schools; ensuring regular training for school leaders on justice and culture management. Principals should create an inclusive and transparent work environment where teachers feel valued, supported, and fairly treated, thereby enhancing their commitment