Commitment In Education: Analyzing The Construct And Organizational Commitment Of College Teachers

Abstract

This study investigates the applicability of the construct and empirically measures organizational commitment of teachers in the current higher educational context. A sample of 557 regular teachers participated in the survey. Utilizing EFA, the findings highlight that scale identifies 4 components and 17 items that fit current educational settings. Although overall commitment level remains moderate yet the individual dimensions of the commitment construct namely affective, continuance and normative demonstrate considerable variations. This study offers deeper insights for the college administration to get acquainted with the behavioral patterns of teachers that may remain undetected otherwise and serves as basis for subsequent efforts for an enriched workplace environment. This study calls for further exploration in this field and enables policymakers to comprehend underlying challenges and devise effective measures to reinforce teacher’s organizational commitment.