Organizational commitment and job satisfaction of teachers: A comparative study of central and state government schools

Pages: 462-468
Shadma Absar (National University of Educational Planning and Administration, New Delhi)

Teacher is the central actor to tackle quality issue in the school education system (Govinda, 2016). They are considered as a crucial key to educational change and school improvement, they develop, define and interpret the curriculum. Teachers behaviour and student learning are intrinsically interlinked and to a large extent their beliefs, and attitudes influences the kind of classroom interaction and learning that young students experience (Khetrapal, 2003).The present study aimed at studying teachers’ organizational commitment and job satisfaction in the two government funded school systems i.e. the central government schools and state government schools. Data was collected from 240 teachers of central and state government schools in Delhi. Teachers organizational commitment and job satisfaction were studied using standardized rating scales. Data was analyzed quantitatively using 2X2 factorial design. Findings of the study revealed that teachers of the two school managements differ in their organizational commitment. Job satisfaction of teachers was also found to differ significantly across the two school managements, their designation (PGT/TGT) and gender categories.