Effects of work environment on teachers' organizational commitment in public secondary schools in Nakuru north district, Kenya

Abstract

Employee commitment is a critical component of organizational success. However literature indicates that employees have differing levels of organizational commitment. Different factors account for the differences in commitment of employees to their work, including work environment. This study sought to find out the effect of work environment on teachers‘ commitment to their teaching stations in public secondary schools in Nakuru North District. Specifically, the study sought to find out the effect of social aspects of work environment such as supervision, co-worker and student—teacher relationships on teachers‘ commitment to their work stations. The study adopted a correlational survey method of data collection. The target population comprised 341 teachers from whom a sample of 184 teachers was randomly selected. Data was collected by use of structured questionnaires. lt was analyzed with the aid of the SPSS computer package version 20. Descriptive statistics such as means were used to summarize the data. Correlation analysis was used to establish the effect of aspects of work environment on teachers’ organizational commitment. Multiple regression analysis was used to determine the joint effect of supervision, co-worker relations and student—teacher relationships on teachers’ organizational commitment. The findings were that the dominant nature of head teachers’ supervisory style was laissez faire which correlated negatively with teachers’ organizational commitment. The nature of co-worker relationship correlated positively with teachers‘ organizational commitment. Student- teacher relationship also correlated positively with teachers’ organizational commitment. The results also revealed that aspects of work environment explain 21.5% variation in teachers’ organizational commitment. Head teachers’ supervisory style has the greatest effect followed by co-worker relationships. Student-teacher relationship has the least effect on teachers’ organizational commitment. The results indicate that school administrators and human resource management practitioners can enhance their employee organizational commitment by creating conducive work environment. The study also recommends further research in organizational commitment.