| Abstract: |
Unlike the traditional educational sciences, since OC has been identified as an element explaining institutional effectiveness, teacher retention [2], and performance in professional context areas other than education. The current empirical research aims to explore the level & type of commitment among male and female teachers working in senior secondary schools of National Capital Region (NCR) of India. The present study used quantitative, cross-sectional research design to collect data from 300 teachers (150 male and 150 female) selected through stratified random sampling method from government and private aided senior secondary schools. The three-component model of organizational commitment Allen and Meyer (1990), with three aspects: affective, continuance and normative, was used to establish the theoretical framework. Data collection was performed by validated and standardized questionnaire. Data analysis was performed using descriptive statistics, independent samples t-test, one-way ANOVA and Pearson correlation analysis. The results indicate that male and female teachers achieved moderate overall levels of organizational commitment (Male M = 3.72; Female M = 3.71) with no significant gender differences across any OC dimension measured. Nonetheless, statistically significant differences in OC scores were noted across experience groups (F = 6.421, p < 0.001) establishing that work tenure impacted commitment formation to a much greater extent than sex. Affective commitment became the central and most influential dimension, showing some of the highest indices of inter-dimensional correlations between other dimensions in the whole commitment construct. Consequently, these results have far-reaching implications for school administrators, educational policy planners and human resource managers with regard to developing targeted retention strategies and professional development programmers for teaching faculty in the senior secondary schools. |
