Investigating the Effect of Institutional Commitment on Secondary School Educators’ Performance in Public and Private Schools of Punjab

Abstract

Institutional Commitment is a crucial component of institutional success. Teachers need to be committed to affective commitment, continuance commitment, and normative commitment for better institutional performance. Therefore, the present research attempts to analyze the effect of institutional commitment on teachers’ performance in public and private schools in Punjab. This study is based on the data collected from 288 public 288 private schools’ teachers working in 6 districts of Punjab. The organizational commitment scale developed by Meyer, Allen, and Smith (1993) was used in this study to collect data from teachers. Descriptive and inferential statistics were applied to the collected data. The study findings revealed that among the three aspects of commitment, the observance of continuance commitment and normative commitment in public teachers and prevalence of continuance commitment in private teachers had a substantial positive influence on teachers’ performance. Thus, continuance commitment had been the best predictor of teachers’ performance. However, it was noticed that affective commitment has no substantial effect on teachers’ performance in both sectors.

      Keywords: institution, commitment, public, private, educator, performance, secondary