Project – Self-efficacy and organizational support as determinants of job commitment among secondary school teachers in Abeokuta Ogun State.
CHAPTER ONE
INTRODUCTION
- Background to the Study
Self-efficacy, as defined by Bandura (1977), is an individual’s belief in their ability to succeed in specific situations or accomplish a task. In the context of secondary school teachers, self-efficacy can significantly influence their commitment to their job. Tschannen-Moran, Woolfolk Hoy, and Hoy (2001) found that teachers with high self-efficacy are more likely to be committed to their job, exhibit greater levels of planning and organization, and are more open to new ideas and techniques.
Organizational support, on the other hand, refers to the extent to which employees believe that their organization values their contributions and cares about their well-being (Eisenberger, Huntington, Hutchison, & Sowa, 1986). In the realm of education, Skaalvik and Skaalvik (2011) found that perceived organizational support significantly predicts job commitment among teachers. They found that when teachers feel supported by their organization, they are more likely to be committed to their job and less likely to experience burnout.
The interplay between self-efficacy and organizational support in determining job commitment among secondary school teachers has been explored in several studies. Klassen and Chiu (2010) found that both self-efficacy and perceived organizational support are significant predictors of job commitment. They also found that these two factors interact with each other, with the positive effect of self-efficacy on job commitment being stronger when perceived organizational support is high.
However, it’s important to note that the relationship between self-efficacy, organizational support, and job commitment is complex and can be influenced by various other factors. For instance, Collie, Shapka, and Perry (2012) found that the impact of self-efficacy and organizational support on job commitment can be moderated by factors such as workload, student behavior, and school resources.
Despite the significant body of research on this topic, there are still gaps that need to be addressed. For instance, most studies have been conducted in Western contexts, and there is a need for more research in non-Western settings. Furthermore, there is a need for longitudinal studies to better understand the causal relationships between self-efficacy, organizational support, and job commitment (Klassen, Yerdelen, & Durksen, 2013).
Furthermore, both self-efficacy and organizational support are crucial determinants of job commitment among secondary school teachers. However, more research is needed to fully understand the complex interplay between these factors and how they are influenced by other variables.
- Statement of the Problem
The problem of self-efficacy and organizational support as determinants of job commitment among secondary school teachers in Nigeria is a multifaceted issue that requires thorough examination. Self-efficacy, defined as an individual’s belief in their ability to succeed in specific situations or accomplish a task, is a critical factor in determining job commitment. However, in the context of secondary school teachers in Nigeria, there is a lack of comprehensive research and understanding of how self-efficacy influences their commitment to their job.
The second aspect of the problem is organizational support. Organizational support refers to how much an organization values its employees’ contributions and cares about their well-being. In the Nigerian educational system, there is a perceived lack of organizational support for teachers, which may negatively impact their job commitment. The lack of support can manifest in various ways, such as inadequate remuneration, lack of professional development opportunities, and poor working conditions.
The issue becomes more complex when considering the interplay between self-efficacy and organizational support. It is unclear how these two factors interact and influence job commitment among secondary school teachers in Nigeria. For instance, a teacher with high self-efficacy might remain committed to their job despite low organizational support. Conversely, a teacher with low self-efficacy might require a higher level of organizational support to maintain their job commitment.
Furthermore, the problem is exacerbated by the unique challenges faced by the Nigerian educational system. These challenges include inadequate funding, infrastructural deficits, and a high student-teacher ratio. These factors can further strain teachers’ self-efficacy and perception of organizational support, thereby affecting their job commitment.
The consequences of this problem are far-reaching. Low job commitment among teachers can lead to high turnover rates, which can disrupt the learning process and negatively impact students’ academic performance. Moreover, it can lead to a shortage of experienced teachers, further straining the already overburdened educational system.
The problem of self-efficacy and organizational support as determinants of job commitment among secondary school teachers in Nigeria is a complex issue that requires urgent attention. It is crucial to conduct more research to understand the dynamics of these factors and develop effective strategies to enhance teachers’ job commitment. This will not only improve the quality of education but also contribute to the overall development of the country.
Aim and Objectives of the Study
The aim of the study is to examine Self-efficacy and organizational support as determinants of job commitment among secondary school teachers in Abeokuta Ogun State. The specific objectives are:
- To examine the relationship between self-efficacy and job commitment among secondary school teachers.
- To investigate the role of organizational support in enhancing job commitment among secondary school teachers.
- To assess the combined influence of self-efficacy and organizational support on job commitment in the context of secondary education.
- To identify the level of self-efficacy and perceived organizational support among secondary school teachers.
Research Questions
The research Questions are buttressed below:
- What is the relationship between self-efficacy and job commitment among secondary school teachers?
- How does organizational support enhance job commitment among secondary school teachers?
- What is the combined influence of self-efficacy and organizational support on job commitment in the context of secondary education?
- What is the level of self-efficacy and perceived organizational support among secondary school teachers?
- Research Hypothesis
The hypothetical statement of the study is buttressed below:
Ho: Self-efficacy and job commitment has no significant impact on secondary school teachers
H1: Self-efficacy and job commitment has significant impact on secondary school teachers
- Significance of the Study
The study of self-efficacy and organizational support as determinants of job commitment among secondary school teachers in Abeokuta, Ogun State, holds significant value in the field of educational psychology and human resource management. It provides a comprehensive understanding of the factors that influence teachers’ commitment to their jobs, which is crucial for improving the quality of education and student outcomes.
Self-efficacy, or the belief in one’s ability to succeed in specific situations, is a critical factor in job commitment. Teachers with high self-efficacy are likely to be more committed to their jobs, leading to better teaching performance and, consequently, improved student learning outcomes. This study aims to explore this relationship in depth, providing valuable insights for school administrators and policymakers in Abeokuta, Ogun State.
Organizational support, on the other hand, refers to the perception that the organization values their contributions and cares about their well-being. When teachers feel supported by their organization, they are more likely to be committed to their jobs. This study seeks to investigate the role of organizational support in enhancing job commitment among secondary school teachers in Abeokuta, Ogun State.
Furthermore, this study aims to assess the combined influence of self-efficacy and organizational support on job commitment. This is particularly significant as it can help identify strategies to enhance both these factors, thereby improving job commitment among teachers. The findings of this study could be instrumental in shaping policies and practices that foster a supportive work environment and enhance teachers’ self-efficacy.
Additionally, this study seeks to identify the level of self-efficacy and perceived organizational support among secondary school teachers in Abeokuta, Ogun State. This information is crucial as it can help identify areas of improvement and guide interventions aimed at enhancing these factors.
In conclusion, the significance of this study lies in its potential to contribute to the existing body of knowledge on the determinants of job commitment among teachers. It also has practical implications for improving the quality of education in Abeokuta, Ogun State, by enhancing teachers’ job commitment through increased self-efficacy and organizational support.
- Scope of the Study
The study examines the Self-efficacy and organizational support as determinants of job commitment among secondary school teachers in Abeokuta Ogun State.
- Operational Definition of Terms
Self-efficacy: This refers to an individual’s belief in their capacity to execute behaviors necessary to produce specific performance attainments. It reflects confidence in the ability to exert control over one’s own motivation, behavior, and social environment.
Organizational support: This refers to the extent to which an organization values its employees’ contributions and cares about their well-being. It often includes supportive managerial behavior, such as feedback and recognition, as well as tangible benefits and resources that the organization provides to its employees.
Determinants: These are factors which have an effect or influence on the outcome of a certain situation or event. In this context, self-efficacy and organizational support are seen as determinants of job commitment.
Job commitment: This is the level of enthusiasm an employee has towards their work and their willingness to maintain high levels of effort towards organizational goals. It often includes a strong desire to remain a member of a particular organization and a willingness to exert high levels of effort on behalf of the organization.
Secondary school: This is an educational institution where the second stage of schooling, known as high school or secondary education, is provided. It usually includes grades 9 through 12, but may also include grades 7 and 8.
Teachers: These are professionals who help students acquire knowledge, competence, or virtue. In the context of a secondary school, teachers are responsible for the education of students in a specific subject area or grade level.
Project – Self-efficacy and organizational support as determinants of job commitment among secondary school teachers in Abeokuta Ogun State.