Influence of organizational culture on teachers’ job commitment in primary schools in Mwingi central district, Kenya
Makau, Bretta K
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The purpose of the study was to investigate the influence of organizational culture on teachers’ job commitment in primary schools in Mwingi Central District, Kenya. The study sought to determine the extent to which involvement in decision making, recognition by the headteachers, support from the immediate supervisor and monetary incentives influenced primary school teachers job commitment. The study employed a co-relational research design. The sample for the study comprised of 143 teachers. Data was collected by use of questionnaires. Findings revealed that there was a positive relationship with a coefficient of 0.68 between teachers’ involvement in decision making and teachers’ job commitment. Correlations relationship between recognition of work done and teachers job commitment, revealed that there was strong positive (0.69) relationship recognition for work done and teachers’ job commitment. Findings further revealed that there was strong positive (0.75) relationship between support give by the headteachers and teachers’ job commitment. There was a positive relationship between the two variables as indicated by a correlation of 0.58. The results indicated that monetary incentives influenced teachers’ job commitment. Based on the study findings, the study concluded that teachers were made to feel part and parcel of that decision making process. The headteachers used consultative in decision that allowed staff to express their views and also to contribute to discussions. The study showed that headteachers expressed confidence in staff members for proper delivery of duties which indicated that the ability of teachers to express their views on certain issues concerning the school was a key factor in teacher satisfaction leading to high commitment. It was further concluded that headteachers recognized the work done by teachers. The headteacher called them to the office to thank them for work well done. It was also concluded that headteacher did not makes friendly supervision. The study further concluded that there was a relationship between the recognition for work done and overall commitment of teachers in the school. On the effects of monetary incentives on teachers’ job commitment, the study concluded that teachers pay was insufficient for their needs and that teachers that worked since they got their pay in time. The study further concluded headteacher gave teachers inadequate money whenever they went out for official duties. Based on the findings and conclusion made above, the study makes the following recommendations. The study recommends that the school administration should put up measures to motivate teachers for preventing the loss of teachers to its competitor. The researcher suggested that since the study was conducted in one District in Kenya, the study be conducted in a larger area, or in the whole of Kenya to determine the actual influence of organizational culture on teachers’ job commitment in primary schools.
CitationDegree of Master of Education in Educational Administration, University of Nairobi, 2014
University of Nairobi