School Security, Interpersonal Relationship And School Location As Correlates Of Teachers' Job Commitment In Public Secondary Schools In Anambra State

Abstract

The study examined school security, interpersonal relationship and school location as correlates of teachers' job commitment in public secondary schools in Anambra State. Three research questions guided the study and three null hypotheses were tested at the 0.05 level of significance. The study adopted a correlational research design. The population comprised 5,136 teachers and 265 principals in 265 public secondary schools in Anambra State. A sample of 1,080 respondents made up of 1,027 teachers and 53 principals was drawn through a multi-stage sampling procedure. Data were collected using the Relationship between School Climate and Teacher Job Commitment Questionnaire (RSCTJCQ), validated by three experts and tested for reliability using Cronbach Alpha method. Pearson Product Moment Correlation Coefficient was used to answer the research questions, while t-test of correlation significance was used to test the hypotheses. The findings revealed a moderate positive and significant relationship between school security and teacher job commitment; a low positive and significant relationship between interpersonal relationship and teacher job commitment; and a very low positive but non-significant relationship between school location and teacher job commitment. The study concluded that school security and interpersonal relationship were more relevant to teacher commitment than school location. It was recommended that government and school administrators should strengthen school security and promote cordial relationships in public secondary schools.