The influence of organizational commitment on teacher performance in basic education high schools : Shwe Pyi Thar township, Republic of The Union of Myanmar

Abstract

The purposes of this research were to study the level of teachers’ organizational commitment and teachers’ performance, and to explore the predictive factors of organizational commitment toward teachers’ performance. This research was conducted using a quantitative research method, and a survey was carried out with a sample of 210 from four basic education high schools in Shwe Pyi Thar Township, Yangon Region, Myanmar. The data were analysed by descriptive statistics and Stepwise Multiple Regression. The research findings indicated that the teachers’ level of organizational commitment was high with a mean score of 3.50, and the level of teacher performance was rated at the highest level with a mean score of 4.37. The results also showed that only affective commitment can predict teacher performance (R2 = .213) with a coefficient value (beta = 1.108) and a statistically significant level (p = .000). Based on the findings, this study has provided recommendations for policymakers and school principals to improve the performance of teachers; furthermore, it has suggested that further researchers conduct a comparative study to measure the level of teachers’ organizational commitment and teacher performance with a larger sample size of teachers, and explore other factors that affect teacher performance.