Psychological Contract and its Influence on Organisational Commitment and Job Satisfaction among Teachers in Zambian Public Schools

Psychological Contract and its Influence on Organisational Commitment and Job Satisfaction among Teachers in Zambian Public Schools

¹Tommie Njobvu, ²Charles Daka, Phd

¹Lecturer, School of Education, University of Zambia

²Candidate in Educational Leadership and Policy Studies, Mulungushi University

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0246

Received: 03 March 2025; Revised: 29 April 2025; Accepted: 01 May 2025; Published: 02 June 2025

ABSTRACT

This paper analyses the influence of Psychological Contract on Organisational Commitment and Job Satisfaction among teachers that upgraded their academic qualifications following Government policy in Public Schools in Zambia. The study employed a quantitative approach through a cross-sectional descriptive survey with a sample of 278 respondents from various strata selected using stratified random sampling. Data collected using a survey questionnaire were analysed using Structural Equation Modelling (SEM) of the Latent Variables and Partial Least Squares (LVPLS) and a correlation matrix. Results showed low teacher psychological contracts which negatively impacted organisational commitment and job satisfaction. Additionally, there is low Government commitment to psychological contract which resulted in lower employee -organisational commitment and job satisfaction.

The study outcomes suggest the presence of significant issues around teacher psychological contract awareness, motivation, job satisfaction, and organisational commitment in the public school system. As such, stakeholders including the Government, educators, administrators, and policymakers should provide training to enhance awareness of and communicate expectations, roles, and responsibilities, disseminate resources (e.g. guides, FAQs) as well as develop and implement policies supporting teachers’ psychological contracts. This is critical to improving teacher well-being through enhanced teacher motivation, job satisfaction, and organisational commitment, ultimately improving student outcomes and enhancing the quality of education.

Keywords: Psychological Contract, Organisational Commitment, Job Satisfaction, Government, Teachers.

INTRODUCTION AND BACKGROUND OF STUDY

Over time, dynamic changes in modern organisations have seen the development of new mechanisms to improve operations in public schools. These changes have sometimes plunged organisations into challenges of maintaining a productive workforce, as they significantly burden employee behavior and adaptation (Curwen, 2014). These changes have further called for improvement in approaches to employee management.

In this view, Waiganjo and Ng’ethe (2012) have explained that organisations are expected to develop psychological contracts that aims to improve an organization’s performance and adapt to changes in the operating environment. Thus, organisations must retain employees by enhancing their organisational commitment, job satisfaction, and productivity (Curwen, 2013). A psychological contract underpins the employment relationship between employer and employee (Cyril, 2014).

In order to retain a continuum of highly motivated teachers who are aware of their psychological contracts is very challenging for many education systems. This is because teachers’ job satisfaction and organizational commitment have been declining steadily. The situation has been aggravated by low awareness levels of psychological contract that is meant to bind their relationship with the employer (Mwale, 2016). And recent studies highlight the importance of psychological contract in understanding teacher motivation and retention (Zhao et al., 2018).

The Zambian government declared that teachers must upgrade their qualifications. This was in bid to improve education quality (Ministry of General Education, 2019). However, despite such a policy and investment, there is a dearth on empirical studies and relevant theoretical framework for examining the relationship between teachers’ psychological contract awareness, organizational commitment and job satisfaction. Most existent literature in Zambia, has focused on measuring job satisfaction and organisational commitment without a multi-dimensional analysis that includes psychological contract simultaneously.

In the current context, teachers’ psychological contracts have been breached due to the government’s unreliable commitment. This has led to a trust deficit (Mudenda, 2017). Therefore, this study strove to validate the extent to which teachers’ psychological contract awareness affects organisational commitment and job satisfaction.

Statement of the Problem

Education delivery and quality in public schools in Zambia is to some extent affected by the level of awareness among teachers regarding psychological contract. Low awareness levels demotivate teachers resulting in minimal commitment and satisfaction (MOE, 2023). This situation has posed challenges in the retention of teachers in public schools (MOE, 2022).

One way to address the challenge low levels of satisfaction and commitment among teachers in public schools, the Ministry of Education has, over time, developed and implemented enhanced remuneration and retention strategies. These strategies were aimed at boosting teachers’ psychological contract awareness, job commitment and satisfaction. Nonetheless, these strategic interventions, have yielded minimal positive results after evaluations where teachers’ psychological contract awareness, job satisfaction and commitment in public schools are still found to be low (National Assembly, 2020).

Studies by Daka (2022), Munthali (2016) and Chitimwango (2016) reveal limited literature on the influence of psychological contracts on teachers’ on job commitment and satisfaction in public schools. As such, this paper examined this gap so as to provide evidence-based interventions that contribute information that is relevant towards implementation of an educational policy and practice aimed at improving educational outcomes and teacher well-being.

The main objectives were:

1. To examine the relationship between psychological contract and job satisfaction s, and
2. To determine the correlation between psychological contract and organisational commitment among teachers with upgraded qualification.

Purpose of the study

The study analyzed the influence of psychological contracts on organisational commitment and job satisfaction among teachers with upgraded qualifications in public schools. This generated valuable insight that may enhance teacher engagement, retention, and motivation, thereby enhancing teachers’ performance and learners’ success.

Significance of the study

Theoretical contributions of this research have extended perspectives by adding new knowledge that integrates psychological contracts and organisational commitment/job satisfaction regarding teachers with upgraded qualifications in Zambia’s public schools. Additionally, a methodological contribution has been made through the unique context of comparing with other studies identified in the literature review were teachers with upgraded qualifications in public schools as the target group of observation not considered.

In addition, the study has shown evidence of low levels of psychological contract. There is need to improve the particular factor as an intervention to boost teacher motivation, organisational commitment and job satisfaction in public schools. This would then contribute information on knowledge gaps that can be addressed with interventions to improve educational outcomes and teacher well-being.

LITERATURE REVIEW

Theoretical Foundation of Psychological Contract

In recent years, the concept of psychological contract has achieved considerable prominence as it advances the understanding of employees’ attitudes and behaviour in contemporary times. According to Aggarwal and Bhargava (2009), psychological contract refers to the relationship between employee and employer regarding the unwritten expectations of theists. Further, Rousseau has identified that Psychological Contracts can be classified into four categories: transitional, transactional, balance and relational. The transitional contract is a passing phase of the relationship between the two parties, reflecting the absence of commitment regarding further employment. A transactional psychological contract indicates economic obligations. Relational contracts involve long-term obligations based upon trust and are concerned with personal, socio-emotional, and economic resources. A balanced psychological contract refers to a contract that contains both transactional and relational dimensions (Rousseau & Tijoriwala, 2014).

Psychological contracts serve two vital roles: defining and describing the employment relationship and managing the mutual expectations in the relationship. Psychological contracts also provide a functional framework for managing the open process of employees’ expectations (Dhanpat & Parumasur, 2014). The benefit of the psychological contract in workplace relationships can also be seen in the fact that it provides an understanding of employment relationships, employee attitudes and behaviour (Tekleab et al., 2020).

Psychological Contract and Organisational Commitment

Meyer and Allen (1991) postulate that there are obvious links between the nature of the psychological contract and the individual’s commitment to the organisation. Those with predominantly transactional contracts are unlikely to have high levels of commitment to the organisation. Those with relational contracts, on the other hand, may show much higher levels of commitment. There are, however, several different aspects of commitment and the nature of the psychological contract that may have differential effects on these different aspects. Commitment to the organisation may change and fluctuate throughout an individual’s career (Meyer & Allen, 2014).

As such, it is essential to understand how this construct relates to other important issues (psychological contracts). Although employers can increase different types of commitment, changing or adapting social networks or cultural values may be difficult. Commitment can change throughout an individual’s career, and through a more in-depth, in-depth, in-depth understanding of how contract violation fulfilment and commitment may influence employees’ outcomes, employers can develop specific strategies aimed at increasing the type of commitment that will lead to the most favourable outcomes.

Robinson et al. (1994) argued that a psychological contract, like other contracts, influences the relationship between the employee and the organisation, that influence may not be overtly apparent. Like other types of contract, the psychological contract often only significantly influences behaviour when it becomes salient, for example, when it is broken or undergoes substantial change. Both of these will have an impact on the psychological contract. The most critical effects occur when the contract is perceived as violated or broken. In these circumstances, research suggests that the nature of the contract will change. In particular, there will be a move from the relational end of the continuum towards the transactional. Employees experiencing contract violations are likelier to report having a transactional psychological contract with their organisation. Moreover, psychological contract violation substantially impacts relational obligations. Employees who experienced psychological contract violations were likely to feel less obliged to fulfil relational-type obligations to their employers. This may have considerable detrimental consequences for the organisation. Those with a predominantly transactional contract will only put in what they feel they will get out – “I am only here for the money”. The “personal” commitment and trust characterizing the relational contract will likely be absent. Such things as loyalty and the expending of extra unpaid effort on the organisation’s behalf will be lacking.

Psychological Contract and Job satisfaction

Several theoretical perspectives have been proposed to explain the relationship between psychological contract and job satisfaction. One of the earliest and most influential perspectives is the social exchange theory (Blau, 1964). According to this theory, the psychological contract is based on the exchange of benefits and obligations between employees and employers. Employees provide their labor and skills in exchange for rewards, such as salary, benefits, and job security. When employees perceive that their employers have fulfilled their obligations, they are more likely to experience job satisfaction.

Rousseau (1989) proposed another theory that psychological contract is a dynamic and evolving process that is influenced by the interactions between employees and employers. He highlights the importance of trust, commitment, and reciprocity in the psychological contract. When employees perceive that their employers have breached the psychological contract, they are more likely to experience job dissatisfaction.

Numerous studies have investigated the relationship between psychological contract and job satisfaction. A meta-analysis of 22 studies found a significant positive correlation between psychological contract fulfillment and job satisfaction (Zhao et al., 2007). Another study found that psychological contract breach was associated with lower job satisfaction and organizational commitment (Rousseau, 1995). A study by Restubog et al. (2007) found that psychological contract fulfillment was positively related to job satisfaction, and that this relationship was mediated by perceived organizational support. Another study by Tekleab et al. (2005) found that psychological contract breach was negatively related to job satisfaction, and that this relationship was moderated by employee loyalty.

Theoretical framework

This research utilized the assumptions underlying both the theoretical constructs of the psychological contract theory (PCT), organizational commitment theory, as well as the Organisational Commitment Theory. The psychological contract theory (PCT) is highly relevant to studying the influence of teachers’ psychological contracts on organisational commitment and job satisfaction among teachers with upgraded qualifications in public schools in Zambia in several ways. Firstly, teachers with upgraded qualifications may have certain expectations (e.g., recognition, career advancement, improved working conditions) and obligations (e.g., increased workload, mentoring colleagues) that affect their organisational commitment. Also, this theory explores how teachers’ psychological contracts influence their perceived exchange relationships with the school administration, affecting their commitment. Further, the theory applies to the current study as it reviews the dynamic nature of teachers’ experiences and perceptions that change over time. The theory further provides insight to investigate how perceived breaches or violations of psychological contracts (e.g., lack of recognition, inadequate support) impact teachers’ organisational Commitment (Rousseau, 2014)). In addition, the theory was applied to the current study as it enabled the examination of the specific content of teachers’ psychological contracts (e.g., autonomy, professional development) and how it influences their organisational commitment. Thus, by applying the Psychological contract theory, the study gained a more profound understanding of the psychological factors driving teachers’ organisational commitment, ultimately informing strategies to enhance teacher retention and motivation in public schools in Zambia.

The second theory utilised in this study, is the Organisation Commitment Theory. The organization commitment theory (Meyer & Allen, 1991) encapsulated in the three component model (TCM) of affective commitment, continuous commitment and normative commitment was also considered to have a significant role in the conceptualization of the study. The presumptions underlying the critical and relevant role played by the organization commitment theory are that: (a) affective commitment of the employee brings out the emotional attachment to the organization hence, the high probability of the employee to stay on in the organization and be serious engaged in the achievement of the organization goals and vision; (b) continuous commitment of the employee relating to cost benefit analysis of leaving the organization. The employee’s continuous commitment to the organization is likely to be based on a decision of the cost or the negative impact he or she might experience (Allen & Meyer, 1991). Thus, an employee with a high level of continuous commitment is perceived to have a higher desire to stay with the organization hence, presumed to contribute effectively and efficiently to organizational performance; and (c) normative commitment which relates to the employee feeling obliged to stay with the organization to achieve its goal.

Since their three-dimensional organisational commitment model proposal, Meyer and Allen’s approach has predominated the study of organisational commitment. Over the years, Meyer and Allen investigated and concluded that there are three forms of organisational commitment: affective, normative, and continuance, which do not exclude each other. They further note that an employee can have any combination of the three forms of organisational commitment at a given time or not develop any form of commitment (Meyer & Allen, 2014).

Based on the three constructs adapted from the model, it must be noted that teachers’ psychological contracts and work satisfaction are merely influenced by their commitment to pursuing the organisation’s goals and mission. Therefore, a teacher’s commitment to a particular school is affective, normative, and continuance commitment, which is relevant to enhancing work satisfaction. Thus, teachers’ acceptance of their mutual obligation agreed with the employer is a key prerequisite to influencing their psychological contract.

Empirical studies on Psychological Contract in Education

The first analysis perspective is adapted from the study by Yucel and Bektas (2012), who conducted a study on job satisfaction, organisational commitment and demographic characteristics among teachers in Turkey. The study intended to investigate the relationship between teachers’ job satisfaction and organisational communication and evaluate whether teachers’ age moderates the relationship between their job satisfactions.  The study found that age difference has a moderating effect on the relationship between job satisfaction and organisational commitment; analysis is done in the study done by Tekin et al. (2014), who conducted a survey-designed study on organisational commitment, an investigation of Turkish public universities. The study revealed that gender was the most important demographic factor significantly affecting academic commitment.

Khan et al. (2014) also studied the impact of job satisfaction and organisational commitment on intention to leave among academicians in Pakistan. Their study revealed that job satisfaction hurts the intention to leave and are inversely related. Also, they found that university teachers are committed and go beyond a call of duty, for example, working long hours. The study focused on job satisfaction and did not even mention psychological contracts. Commitment can be affected by many causes, not just job satisfaction. Further analysis was done in the Study by Fako et al. (2018), who investigated factors associated with organisational commitment among academic employees of a university in Botswana. Several factors investigated were found to have no significant statistical association (p > 0.05) with an organisational commitment university and were not involved in further analyses. The factors included socio-demographic variables such as gender, age group, marital status, number of dependent children and citizenship status and socioeconomic variables such as income group, rank, and organisational commitment.

Koskei et al. (2018) studied continuance commitment and employee performance at Kenya’s University of Eastern Africa, Baraton. Most of the academic staff indicated that they are ready to leave their current job even without having a job lined up. If given the opportunity, they will leave their current university. The only thing causing them to stay in their private and family life is that they worry there will be some disruption if they leave. It will be too costly to lose their financial status. However, continuance commitment among academic staff shows profound significance and strongly influences total commitment, meaning that affective and normative commitment is relatively stable. Thibeti et al. (2014) conducted a study exploring the effect of job satisfaction and demographic factors on affective, normative and continuance commitment: Empirical evidence of public secondary school teachers in Tanzania. The study revealed a moderate relationship between job satisfaction and continuance commitment. Thus, affective commitment was lowly affected, and normative commitment was glossy affected. They also found that Job satisfaction is essential to all three organisational communities. Teachers are heavily affected by demographic characteristics.

However, the shortcomings of the studies by Thibeti et al. (2014), Koskei et al. (2018), Fako et al. (2018), Khan et al. (2014), and Tekin et al. (2014) focused on job satisfaction leaving other determinants of organisational commitment, only secondary school’s teachers were involved with the exclusion of teachers from other job levels and school. The reviewed empirical literature revealed the concepts researched, like job satisfaction, organisational citizenship, organisational performance and organisational engagement to organisational commitment. Simultaneously, the relationship between organisational commitment with psychological contracts and job satisfaction was not studied; thus, evidence and the methodological gap were observed. This gap provided the researcher with a basis to undertake this study to effectively measure the extent of the relationship between the psychological contract and organisational satisfaction focused on teachers with upgraded qualifications.

Research Gap

The literature reviewed across many perspectives of society in general, and those focused on teachers with upgraded qualifications who are yet to be considered for promotion in Zambian Public Schools are yet to be done and documented. Other literature reviewed, focused on measuring the influence of organisational commitment and job satisfaction while few have measured the influence of psychological contracts (Factors) on job satisfaction. This is the empirical research gap noted for this study.

Conceptual Framework

All the three components of the organizational commitment theory are very significant in the relationship between recruitment discussions above, the relationship between the concepts, i.e psychological contract, organisational commitment, job satisfaction and performance outcome give rise to the following conceptual model (see Figure 1)

Figure 1: Conceptual Framework for Teacher’s Psychological Contract, Organizational Commitment and Job Satisfaction

Hypothesis

H1: There is a significant relationship between Psychological Contract and Organizational Commitment;

H3: There is a significant relationship between Psychological Contract and teachers’ job satisfaction, and

H4: There is a significant relationship between teachers’ Job satisfaction and Organisational commitment.

METHODOLOGY

Research Design

This study is a quantitative approach, employing a cross-sectional descriptive survey to analyse the influence of psychological contracts on organisational commitment and job satisfaction among teachers with upgraded qualifications. This is so because the research needed a high volume of information at a reasonable cost in time, finance, and effort (Larkin, 2015).  Through a positivist approach and deductive logic, the study gathered information that tested a hypothesis on the influence of psychological Contractor Organizational Commitment and Job Satisfaction among teachers with upgraded qualifications in Public Schools.

A cross-sectional descriptive survey included a total of 278 respondents among teachers from various strata in selected public schools in Lusaka, Central and Southern Provinces using stratified random sampling. Data were collected using a survey questionnaire and analysed using Structural Equation Modelling (SEM) utilising Latent Variables and Partial Least Squares (LVPLS) and a correlation matrix. The use of the PLS model estimation demonstrates the utility of using partial least squares Structural Equation Modelling (PLS-SEM) that examined the complex relationships between variables. The model has significant strengths, as it enhances the methodological rigor of the study by allowing for a more nuanced analysis of variables.

A seven-point Likert scale was developed to anchored ratings. This rating score was mainly used to measure the various aspects of the psychological contract, organisational commitment, job satisfaction and performance (Mugabo, 2022)

Ethical Consideration

Throughout the research, ethical principles relating to informed consent, non-deception, and participant confidentiality were strictly observed. Participation in this study was based on informed consent and on a voluntary basis, with the right to withdraw at any time. Further, the names of the participants were withheld to protect their identities.

Survey participants were at no point coerced to respond to the survey as they were briefed about the purpose of the study and how or why they were chosen, guaranteed protection through anonymity, and all information that could reveal their identity was held in strict confidence.

The study encountered some challenges like teachers in one District being away from their station and impassable roads to some targeted schools.

RESULTS

The findings are structured on descriptive statistics, Structural Equation Modelling, and correlation analysis.

Psychological Contract

The survey measures participants’ attitudes and perceptions towards job and organization commitment. The statistics suggest that 41% of participants are committed to their job and organization, with mean scores above 3.5 for many items. The findings suggest a generally positive work environment and committed employees. The results also show high commitment by willingness to work beyond hours (Mean: 4.22) and feel part of the team (Mean: 4.68). There is also moderate identification with organizational where employees identify with organizational goals (Mean: 4.20). Employees seem to prioritize short-term goals (Mean: 4.78) over long-term career development.

Organisational Commitment

Results suggest that 41% of participants are committed to their job and organization, with mean scores above 3.0.

Job Satisfaction       

Results show high work satisfaction among the teachers.

Relationship Analysis Using Structural Equation Modeling

One structural model was formulated and tested using structural equation modeling (SEM) using latent variables partial least-squares (LVPLS) with SmartPLS3.Before convening the analysis, the original data was subjected to validity and reliability tests. Examination of the outer loadings for the latent variable psychological contract, organisational commitment, job satisfaction and performance outcome, twenty-three (23) of the indicators had outer loadings above the 0.7 threshold level (Hair et al, 2014).

In figure 1 the PLS model estimation demonstrates the utility of using partial least squares Structural Equation Modelling (PLS-SEM) to examine the complex relationships between variables. The model effectively handles nuances of the data, providing robust and reliable estimation of the relationship between variables. The findings in the PLS model estimation, provide strong evidence that teachers’ psychological contract has a negative influence on organisational commitment, based on the variance of R² value = 28.2% of factors influencing the relationship and a R² value = 22.9% variance of factors significantly influencing job satisfaction outcome. This reveals that a negative impact on teachers’ psychological contract reduces their level of commitment and satisfaction in the organisation, ultimately this reduces teachers’ performance outcome.

Figure 1: PLS Path Model Estimation

Path Coefficient                                                                           

Table 2 provides a summary of the significant testing results. The results indicate that the three structural model relationships were significant, i.e., Psychological contract and Job satisfaction, organisational commitment and job satisfaction, Organisational commitment and Performance outcome. The results establish that; Psychological contract has the strongest effect on Job satisfaction (Path coefficient: 0.534) with organisational commitment (Path coefficient 0.127) being moderately significant

Table 2: Path Coefficient

The numbers represent the path coefficients, t-values, and p-values for each hypothesized relationship. The Key findings are breakdown as follows:

H1: Psychological Contract > Organizational Commitment: Path Coefficient: 0.127 (negative), t-value: -2.167, p-value: 0.026 (significant). The findings reveal that there is a strong psychological contract associated with lower organizational commitment.

H3: Psychological Contract > Job Satisfaction:  Path Coefficient: 0.534 (positive), t-value: 2.400, p-value: 0.001 (highly significant). This implies a strong psychological contract that is associated with high job satisfaction.

H4: Job Satisfaction > Organizational Commitment: Path Coefficient: 0.176 (positive), t-value: 3.435, and- p-value: 0.001 (highly significant). This implies a high job satisfaction that is associated with high organizational commitment.

Relationship of Psychological Contract and Organisational Commitment

The table indicates a negative relationship between teachers’ psychological contract and organisational commitment (r=-0.212, p< 0.423). Thus, there is no relationship between teachers’ psychological contract and organisational commitment contradicts the theoretical expectation that a positive psychological contract would lead to increased organisational commitment. The possible assumption of the negative relationship may arise due to errors on the measurements on the psychological contract scale or other factors of the two variables

Table 3: Correlation for Teachers’ Psychological Contract and organisational Commitment

Relationship between teachers’ Psychological contract and Job satisfaction

Findings presented in Table 4 below indicate that there was significant negative correlation between teachers’ psychological contract and job satisfaction (r=-0.632, p<0.01). Further, there was a negative relationship between teachers’ psychological contract and job satisfactions. These findings suggest a weak negative correlation between Awareness of Psychological Contract and job satisfaction. Thus, the correlation is not statistically significant, indicating that the relationship between the two variables may be unintended.

Further, a negative correlation suggests that as awareness of psychological contract increases, job satisfaction decreases, but the relationship is not strong. Therefore, lack of significance indicate that other factors influence job satisfaction, or that their errors in the measurement in the data utilised to adequately capture the relationship.

Table 4: Correlation of Teachers’ Psychological contract and Job satisfaction

**Correlation is significant at the 0.01 level (2-tailed).

DISCUSSION OF FINDINGS

The study exposed that teachers’ psychological contract negatively impacts job satisfaction (r=-0.632, p<0.01).  This conclusion offers insight that psychological contracts negatively influence teacher motivation, engagement, and commitment to their schools. The findings are supported by a study by Mwale (2018), which revealed that a psychological contract breach causes emotional distress, leading to decreased organisational commitment and job satisfaction. Further, this perspective is consolidated with the view from the study by Mwanza (2019), which found that psychological contract breach leads to decreased motivation, resulting in decreased organisational commitment and job satisfaction.

This outcome suggests that recognising the importance of psychological contract fulfilment can motivate teachers to perform better, improving student outcomes and teaching quality. Further, understanding the psychological contract factors that influence job satisfaction can help schools reduce teacher turnover and retain talented teachers. The other implication is that policymakers can help develop strategies that foster favourable psychological contract thereby, promoting a supportive work environment and improving teacher outcomes. These findings provide insights into the Zambia education context, as it recognises that upgrading qualifications does not guarantee a positive effect on teachers’ psychological contracts, organisational commitment, and job satisfaction.

The study exposed that teachers’ psychological contract negatively impacts organisational commitment (r= -0.212, p< 0.423). This is uncovered based on the correlation matrix and PLS-SEM. The estimates in the model evaluate that teachers’ psychological contracts negatively impact organisational commitment with an R² value=28.2%. Thus, low psychological contract decreases teachers’ commitment. The findings suggest that low-stimulated factors such as organisational culture or leadership styles impact teachers’ psychological contracts and low commitment.

This outcome is supported by the study by Kumar and Sharma (2020) who found a negative relationship between psychological contract and organisational commitment. This negative impact of psychological contracts on organisational commitment was mediated by perceived lack of organisational support. Thus, if teachers perceive a breach in their psychological contract, they are less likely to feel supported by their organisations, leading to decreased organisational commitment. The findings suggested that unmet expectations and perceived breaches of psychological contracts are a source of decreased organisational commitment among teachers.

The corollary of a negative relationship leads to decreased motivation and engagement. Also, the other consequence is a low commitment towards their schools and the education system, affects their retention and motivation. The other implication is the underutilization of skills and knowledge acquired after qualification upgrade. Thus, this leads to a waste of investment.

Theoretical Implication of the Findings

The study contributes a new knowledge perspective as its findings confirm theoretically that teachers with upgraded qualifications experience a negative impact on their psychological contracts when they are not promoted. This leads to low commitment and satisfaction. This paradox suggests that upgrading qualifications among teachers alone does not necessarily translate to improved work attitudes and outcomes in public schools.

Practical and managerial Implication of the Findings

The study’s findings unveil a new knowledge perspective that postulates that low government commitment to teachers’ psychological contracts enables low commitment, satisfaction and morale. Therefore, government commitment towards teachers’ motivation is a precondition for potential positive work attitudes and performance outcomes among public school teachers. Thus, the managerial implications are that school administrators should ensure that they develop and implement appropriate Human Resource Management strategies that enhance awareness on psychological contract, high commitment, morale and motivation among teachers in public schools,

CONCLUSION AND RECOMMENDATIONS

There is a negative relationship between teachers’ psychological contract on organisational commitment and job satisfaction.  Government has shown low commitment to psychological contract demands. This paper has shown that low levels of psychological contract awareness among teachers with upgraded qualifications negatively influence their organisational commitment and job satisfaction

The negative relationships confirm the paradox that upgrading qualifications among teachers alone does not necessarily translate into improved work attitudes and outcomes in public schools. To the affirmative, a high level of teachers’ psychological contract awareness is essential to enhancing high commitment and satisfaction among teachers with upgraded qualifications in public schools. Thus, the implication of the study is that Government, school managers, administrators, teachers and stakeholders may adopt outcomes of this study to develop policies that prioritise teacher motivation and well-being and encourage participative decision-making and involvement in policy development.

Therefore, it is recommended that school managers and policymakers should prioritise conducting induction programmes through continuous professional development and mentorship to boost teacher psychological awareness, commitment, and satisfaction levels.

Recommendations for Further Research

Educational management and psychology research is inherently open-ended and should focus on exploring possibilities for improving crucial future advancements and enhancements. This focus should primarily consider analysing the influence of psychological contracts on teachers’ job satisfaction and commitment in the education landscape. Consequently, the following areas are proposed as avenues for further research and investigation.

1. Investigate factors that contribute to low levels of psychological contract awareness among teachers with upgraded qualifications in public schools;
2. Investigate potential mediating variables, such as teacher self-efficacy, stress, and workload, to better understand the relationship between psychological contracts and organisational commitment, job satisfaction.

These recommended avenues for further future research aim to expand the current study’s insights and contribute to the ongoing discourse on understanding how organisational behavioural factors can be analysed on a correlational basis to substantiate the effects of the linkages on teacher job behavioural outcomes. Each suggestion addresses aspects that warrant deeper investigation for a more nuanced understanding and informed decision-making in managing teacher retention and productivity.

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