Abstract:
Thisstudy investigated factors that affect teachers work commitment in junior high schools
at Ejisu. The study employed a mixed method research approach involving questionnaire
and interviews. The sample size for the study was 89 teachers at Ejisu, out of which 84
were randomly selected to respond to questionnaire, while five of them were interviewed.
Out of the 84 teachers, 75 of them, representing a response rate of 89.3%, completed and
returned the questionnaire. The study employed descriptive statistics to analyze the data
collected indicating frequencies, percentages and means. Findings indicated that head
teachers fairness in the school administration highly influenced teachers work
commitment. It was concluded that teachers experienced moderate level of work
commitment, again head teachers practice of undesired leadership style as perceived by the
teachers lead to the moderate level of work commitment. Based on these findings and
conclusions, it was recommended that heads should be fair in their school administration
to improve teachers work commitment. In addition, head teachers should always ensure
the presence of organizational justice in the workplace so as to improve the average level
of teachers work commitment
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the requirements
for award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018