International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue II, February 2022 | ISSN 2454–6186

Teachers’ Commitment and Job Performance: A Study of Schools in Jos North Local Government Area, Plateau State, Nigeria

Wapmuk, Shitnaan Emmanuel, Botsha, Josephine Yakubu, Kusa, Nanfa Danjuma, Goma, Ruth Panshak
Department of Business Administration, Faculty of Management Sciences, University of Jos, Nigeria

Abstract: This study examined the effect of teachers’ commitment on job performance. The study population included primary school teachers of Jos North Local Government Area, Plateau State, Nigeria. A questionnaire was adapted and administered to the sample of 306 respondents of which 278 questionnaires were filled and returned representing (91%) response rate which was used for data analysis. Homogeneous purposive sampling was adopted and the data collected were analyzed using multiple regression. The study revealed that affective, and normative commitment leads to an increase in job performance. Drawing from the findings, the study showed that affective, and normative commitment had significant effects on job performance. The study recommended that school administrators and managers should encourage employees to have positive feelings of identification with, attachment to the work organisation, management should also encourage and motivate employees to have a sense of belonging and identification to increases their involvement in the organisation’s goals and thus desire to remain with the organisation.

Keywords: Affective Commitment, Normative Commitment, Teachers’ Commitment, Job Performance

I. INTRODUCTION

A teacher’s development performance style is defined by their perceptual and cognitive world views. The educational system is one of the most vital social institutions for modern socioeconomic, technological, and scientific progress. That makes teachers the most important educational resource. Any educational system’s success depends on its teachers’ performance. Teachers are a valuable resource in the educational sector, and their commitment is one of the key criteria used to assess their job performance. Globally, there is an increasing demand for qualified teachers. The extraordinary expansion of school education, particularly in developing nations, has heightened this demand (Chavan, 2014).
Job performance is defined as an individual’s personal ability to successfully do the task allocated to them, within the standard restrictions of reasonable resource utilisation. It is well acknowledged that teachers’ instructional performance influences students’ academic attainment (Panda & Mohanty, 2003).