WORK ENVIRONMENT AND TEACHERS’ COMPETENCIES AS CORRELATES OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study investigated work environment and teachers' competencies as correlates of teachers' job commitment in public secondary schools in Anambra state. Two study specific purposes and two research questions guided the study and two null hypotheses were tested at 0.05 level of significance.  The study adopted a correlational research design. The population of the study consisted of 6519 teachers in the 267 public secondary schools in Anambra State. The sample of the study comprised 324 teachers. Stratified sampling and simple random sampling techniques were used for the study.  The instruments for data collection were three questionnaires structured by the researcher and titled “Work Environment Questionnaire’ (WEQ)”, “Teachers’ Competence Questionnaire’ (TCQ)” and Teachers’ job Commitment Questionnaire (TJCQ). These instruments were subjected to face and construct validity. Cronbach Alpha statistics was used to determine the reliabilities of the instruments. The average reliability coefficient showed a value 0.83 for work environment questionnaire, 0.75 for competencies questionnaire and 0.80 for teachers’ job commitment questionnaire. 324 copies of the questionnaires were administered by the researcher with six briefed research-assistants by direct administration and retrieved on the spot. The data collected were analyzed as follows; the research questions were answered using Pearson Product moment Correlation Coefficient while the hypotheses were tested a 0.05 level of significance using test of significance of Pearson Product Moment Correlation Coefficient. After the analysis the following findings were made; there exists a moderate positive and significant relationship between physical work environment and teacher’s job commitment in public secondary schools in Anambra State. The following recommendations were made from the findings of this study: School administrators should prioritize creating a supportive work environment that fosters teacher collaboration, open communication, and recognition.Secondly, educational authorities should invest in professional development programs that enhance teachers' professional competencies.