Teacher Training and Collaborative Work as Correlates to Teacher Job Commitment in Public Senior Secondary Schools in Rivers State
Abstract
The study examined workplace best practices and teachers’ job commitment in public senior secondary schools in Rivers State. Two research questions and two hypotheses were answered and tested. The study adopted a correlation research design. The population for this study comprises 7142 teachers (3681 male and 3461 female) in the 276 public senior secondary schools in the 23 local government area of Rivers State. A sample size of 429 was determined using stratified sampling technique. Workplace Best Practices Scale and Teachers’ job commitment Scale were used for data collection. The internal consistency reliability method through Cronbach alpha gave the coefficients of 0.85 and 0.83 respectively. Pearson Product Moment Correlation coefficient formula (r) was used to answer the research questions, while the null hypotheses were tested using z-ratio statistics at 0.05 alpha level of significance. It was found among others that training and collaborative work have weak, positive and significant relationship with teachers’ job commitment in public senior secondary schools in Rivers State. It was recommended that federal ministry of education should develop special training for school principals and administrators to enable them acquire skills in 21st century leadership to be able to understand the administration in the face of changing technology.
Keywords: Teacher job commitment; Training; Collaborative work
Metadata Record
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