The perceived influence of teacher collegiality and organizational commitment on students academic achievement, the case of Christ the King cluster of schools

Abstract

The study was conducted to investigate the perceived influence of teachers’ collegiality and organizational commitment on students’ academic achievement in the Christ the King cluster of Basic Schools in the Sunyani Municipality of the Bono Region of Ghana. The objectives of the study were to determine how perceived influence of teachers collegiality affect students’ academic achievement, ascertain how perceived influence of teachers collegiality affect organizational commitment of teachers and to find out the challenges in teacher collegiality in the Christ the King cluster of Basic Schools. A descriptive survey design was used to collect data for the study. The target population was 69, consisting of 6 head teachers and 63 teachers. Census sampling was used to include all the 6 head teachers and 63 teachers in the study. Questionnaire was used to collect data for the study. The reliability test yielded Cronbach alpha of 0.81. The data were analyzed descriptively using the Statistical Package for Social Sciences (SPSS). The study found among others that teacher collegiality promoted cooperation among students and teachers for peaceful co existence and helped students to share ideas on subject area to improve their learning. Also teacher collegiality enabled teachers to maintain good relation with students on academic issues for the success of the school. Again, lack of administrative support and lack of interest in doing things differently were some of the challenges in teacher collegiality. Based on the findings of the study it is recommended that the Municipal Director of Education should insist on the presence of teacher collegiality in all educational institutions under their jurisdiction in order to improve the academic achievement of students as collegial schools are successful schools.