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ABSTRACT
Culture includes deep patterns of values, beliefs and traditions that have been formed
over the course of history. In the study, the school culture is defined as the element of
school environment that is developed over time. The purpose of this study was to
investigate the influence of organizational culture on teachers’ job commitment in
public primary schools whose focus was in Ndhiwa Sub-County Kenya. It was guided
by three objectives which included the following: to examine the influence of
adhocracy culture on primary school teachers’ job commitment; to determine the
influence between job motivation and teachers’ job commitment; and to determine
how staff collegiality influences teachers’ job commitment. The study used
descriptive survey design to collect data. The target population was consisting of 224
teachers from which a sample of 196 teachers were randomly selected for study. The
researcher used random sampling technique because it allows generalizability to a
larger population with a margin of error that is statistically determinable. The data
was gathered using questionnaires which were filled and returned by 190 teachers
representing 97 percent return rate. To examine the influence of adhocracy culture on
teachers’ job commitment, the researcher used frequency tables to analyse the
research objective; to determine the influence of job motivation on teachers’ job
commitment, the researcher used frequency tables and percentages to analyse the
data; to determine how staff collegiality influences teachers’ job commitment, the
researcher used frequency tables and percentages to analyse the data. The analysis of
data was aided by the Statistical Package for Social Sciences (SPSS) computer
software processed data was presented in the form of percentages and tables upon
which data could be interpreted easily. According to the study, 90 percent of teachers
indicated that school culture influenced their job commitment positively. For
example, 91 percent of the teachers were motivated due to team teaching and 88
percent of the teachers were highly committed when given permission for creativity.
The teachers were asked to indicate whether job motivation influenced their job
commitment, 57 percent of the teachers agreed that they are not committed due to
poor remuneration. Teacher collegiality, adhocracy culture and motivation influenced
their job commitment positively. For example 90.5% of the teachers who were
involved in decision making were highly motivated. This could be because they felt
respected, recognized, honored as teachers in their respective schools. Likewise when
teachers are motivated, a culture of hard work, commitment and team spirit is
enhanced which in turn affect job commitment positively. The study revealed that a
number of schools embraced team teaching, teacher independence, creation of ad hoc
teams, little formalization if activities, innovation, clearly stated goals, participation
and decision making and having good relations with other teachers in and outside
their schools. The study also revealed that teachers are not committed and motivated
to their work because of poor remuneration package. The researcher suggests that the
government should address these issues of poor remuneration with the concern it
deserves. On conclusion, 97.8 percent of the teachers in Ndhiwa Sub-county are
highly committed to their work. The study recommends that other studies on the same
should be carried out in other sub-countries, to investigate whether schools in these
districts are experiencing the same cultural challenges. The researcher recommends
that head teachers should create a culture that acts as a standard or a rule book for
teachers to follow and adopt a leadership style that includes teachers in decision
making. | en_US |
