Organisational Support and Its Influence on Teacher Commitment: Evidence from Colleges of Education in Ghana
Advances in Sciences and Humanities
Volume 4, Issue 3, June 2018, Pages: 45-55
Received: Aug. 8, 2018; Accepted: Aug. 30, 2018; Published: Sep. 25, 2018
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Laud Teye Nartey, Department of Science, OLA College of Education, Cape Coast, Ghana
Abraham Annan, Department of Education Studies, OLA College of Education, Cape Coast, Ghana
Theresa Eva Nunoo, Department of Education Studies, OLA College of Education, Cape Coast, Ghana
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Organizational commitment is of key concern in any educational system as it promotes organizational effectiveness. The aim of the study was to examine the influence of organizational support on teacher commitment, with evidence from colleges of education in Ghana. Methodologically, the explanatory research design was adopted due to the nature of the study as there was the need to compare and analyze the responses from standardized questionnaires through the use of descriptive and inferential statistics which fit well into the explanatory survey design. Questionnaires were distributed to a total of 59 tutors of Ola College of Education (A teacher training institute in Ghana) who were selected as sample. The results of the study indicated that organizational support dimensions; management and leadership, work-life balance and work environment have a positive influence on the level of teacher affective commitment. However, it was discovered that social support and reward and recognition currently practiced at the college have a negative influence on the level of teacher affective commitment in the institution. Thus, it was concluded that colleges of education in Ghana give priority to support practices such as social support and effective worker recognition and reward system.
Organizational Support, Teacher Commitment, Colleges of Education
To cite this article
Laud Teye Nartey, Abraham Annan, Theresa Eva Nunoo, Organisational Support and Its Influence on Teacher Commitment: Evidence from Colleges of Education in Ghana, Advances in Sciences and Humanities. Vol. 4, No. 3, 2018, pp. 45-55. doi: 10.11648/j.ash.20180403.12
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