Influence of School Culture on Teacher Commitment in Senior High Schools

Abstract

The culture of an educational institution is seen as the driving force which marshals the school and its resources into productive teaching and learning that leads to school success. This study examined the influence of school culture on teacher commitment in Senior High Schools in Lower Manya Krobo Municipality. The study draws on quantitative research approach with positivism as philosophical paradigm where a cross sectional survey was used as the study design. Census technique was employed to collect data from all the teachers in the Senior High Schools, and with the use of questionnaire data was collected from 396 teachers. Frequencies and percentages, means and standard deviations, process procedure, Multiple Linear Regression and One-Way Multivariate Analysis of Variance (MANOVA) were used to analyse the data for the study. The findings of the study indicate that generally, the culture of the schools is positive. It further emerged from the study that teachers have high level of commitment. Also, a significant high positive relationship exists between school culture and teacher commitment. The study recommended that heads of educational institutions should ensure the development and maintenance of effective school culture for high teacher commitment and effective school development. Again, heads of schools and Parent Teacher Associations (PTAs) should provide the needed assistance, incentives and other enabling environment that will enhance teachers’ interests in the school and boost their commitment levels.