TEACHERS’ WORKLOAD AND JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN AKOKO SOUTHWEST AREA OF ONDO STATE
Abstract
The persistent issue of excessive teacher workload and its potential to undermine job commitment poses a significant threat to educational quality and teacher retention. This study aimed to examine the relationship between workload and job commitment among public secondary school teachers in Akoko South-West Local Government Area of Ondo State, Nigeria. The investigation was guided by two research questions and three null hypotheses that explored the levels of each variable and the influence of demographic factors such as gender and years of experience.
A descriptive correlational research design was adopted for the study. The sample consisted of 110 participants, including 100 teachers and 10 principals, selected via a multi-stage sampling technique. Data were gathered using two validated and reliable instruments: the Teachers' Workload Questionnaire (TWQ) and the Teachers' Job Commitment Scale (TJCS). The collected data were analyzed using descriptive statistics, Pearson Product Moment Correlation, Independent Samples t-test, and One-Way Analysis of Variance (ANOVA) at a 0.05 significance level.
The findings revealed a high level of job commitment (Grand Mean = 2.52) and a high level of teacher workload (Grand Mean = 2.62). The test of the first hypothesis showed a weak, negative, and statistically significant relationship between teachers' workload and their job commitment (r = -.199, p = .048). The second hypothesis was accepted, as no significant difference was found between the job commitment of male and female teachers (t(98) = -1.15, p = .253). The third hypothesis was also accepted, indicating that the level of teachers' workload did not differ significantly based on years of experience (F(3, 96) = 1.89, p = .136).
The study concluded that while teachers exhibit high job commitment, their demanding workload poses a tangible risk to this dedication. This dynamic appears to be uniform across gender and experience levels. It is therefore recommended that school administrators and policymakers focus on implementing strategies to manage workload effectively and cultivate a more supportive school environment. Such measures are crucial for sustaining the commitment of the teaching workforce and ensuring the long-term health of the educational system.
Keywords: Workload, job commitment, public secondary school, teachers
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