EXPLORING THE RELATIONSHIP BETWEEN ORGANIZATIONAL COMMITMENT OF MALE TEACHERS AND THEIR CLASSROOMS PERFORMANCE IN SECONDARY SCHOOLS

Abstract

This study explores the relationship between the organizational commitment of male secondary school teachers and their classroom performance. In an increasingly demanding educational environment, teachers' commitment to their institutions plays a crucial role in shaping the quality of instruction and student outcomes. The objectives of the study were: (i) to find relationship between organizational commitment level of male teachers and classroom performance and (ii) to explore the relationship between organizational commitment and classroom performance regarding age, experience and qualification of male teachers. The study’s population consisted of all male government secondary school teachers in the Abbottabad District. 120 male teachers were selected as a sample of the study through random sampling technique. The collected data from secondary school teachers of both public and private institutions were analyzed by using SPSS software. According to teachers’ perceptive it was concluded that there was higher levels of organizational commitment among male teachers associated with student achievement and better classroom outcomes. Teachers expressed that there was significant association between the age, qualification and experience of male teachers and their level of organizational commitment.  The perception of majority of male teachers revealed that there was a significant correlation between organizational commitment and classroom performance. There was a strong and positive correlation between organizational commitment and classroom performance regarding male teachers’ age, experience and qualification.  It is therefore, recommended that organizational commitment programs should be promoted in schools for professional development workshops, team building activities and recognition programs should be strengthened to boost organizational commitment of male teachers to increase classroom performance. The study offers valuable insights for school administration, policy makers, and educational planners aiming to improve school effectiveness through human resource practices.