ZOU Institutional Repository (ZOU Space) >
Higher Degrees Theses >
Master of Philosophy (M.Phil) and Doctor of Philosophy (D.Phil)Theses >

Please use this identifier to cite or link to this item: lis.zou.ac.zw:8080/dspace /handle/0/385

Title: Determinants of affective organisational commitment and their relationship to the performance of secondary school teachers in Zimbabwe
Authors: Kasowe, Rittah
Issue Date: 2017
Abstract: Performance of secondary school students has been declining since 1984 to date. Although much has been done to improve conditions of teachers the Ordinary level ZIMSEC examinations appear to be declining. Factors contributing to the teachers‟effectiveness have not been well researched. Whereas teachers could be motivated by employers, what contributes to their affective commitment to the organisations in which they work is not known. The primary aim of the study was to make a critical analysis of variables contributing to affective organisational commitment of teachers. Stufflebeam‟s (1971) Context Input Process and Product Model informed the study. A mixed methods methodology approach was used. The study used statistical tests such as multiple regression alysis and step wise regression analysis on quantitative survey data. The quantitative data were gathered using two seven point Likert scales from 230 teachers, proportionately, stratified and systematic randomly sampled from 2340 teachers. SPSS was used to analyse the relationship between school performance and teachers‟ organisational commitment. Linear multiple step wise regression analyses were performed in order to find out the significance of the variables. The qualitative data were collected from purposively sampled 12 teachers, 2 heads of departments, 2 deputy heads, 4 school heads, 5 education inspectors and 1 Deputy Provincial Education Director. Semi-structured interviews and focus group discussion were used in order to to generate data which were analysed using NVivo. The study established factors such as biographical, organisational the community policies and teacher efficacy as strong determinants of affective organisational commitment. One of the significant outcomes of the study was an informed conceptualised BLOTPAS affective organisational commitment model that illustrates the relationship between the factors and teachers, as well as students and schools‟ performance. The study recommended to revamp education system operations.
License: http://www.oceandocs.org/license
URI: lis.zou.ac.zw:8080/dspace /handle/0/385
Appears in Collections:Master of Philosophy (M.Phil) and Doctor of Philosophy (D.Phil)Theses

Files in This Item:

File SizeFormat

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.