Some psycho-social factors fostering workplace commitment among head teachers in Nigeria

Bolanle Ogungbamila, Emmanuel A Fayankinnu
2014 International Journal of Research Studies in Psychology  
This study investigated the extent to which head teachers' workplace commitment was associated with job satisfaction, social wellbeing, and socio-demographic variables. Respondents were 207 head teachers (116 males; 91 females) of selected primary schools in northwestern, Nigeria. Their ages averaged 49.13years (SD=5.89). Results of the hierarchical multiple regression revealed that age, gender, marital status, and job tenure were not important in predicting head teachers' level of workplace
more » ... vel of workplace commitment. Educational qualification was associated with a significant reduction in the level of workplace commitment. However, job satisfaction was associated with a significant increase in head teachers' commitment to the workplace. Similarly, life satisfaction significantly predicted workplace commitment such that head teachers who were satisfied with life tended to be highly committed to the workplace. The research, theory, and practical implications of the study were discussed. Although previous studies overseas (e.g. Blood et al., 2002; Mwamwenda, 1995) have investigated head teachers' commitment, findings from such studies do not provide adequate explanation for the situation in Nigeria, particularly given the considerable variations in the socio-cultural settings of the two groups of society. This gap renders it difficult to understand the dynamics of psycho-social factors that foster head teachers' commitment in Nigeria. Thus, there is the need to investigate psycho-social factors that predict head teachers' commitment, given that they are saddled with the responsibility of planning, for organizing, coordinating and motivating teachers and pupils under their control with a view to improving performance. This study was Workplace commitment among head teachers International Journal of Research Studies in Psychology 19 targeted at filling the lacuna.
doi:10.5861/ijrsp.2014.807 fatcat:u6ndlfwug5glfg3r3t3uwpzhba