Greener Journal of Educational Research Vol. 3(8), pp. 363-372, October 2013
Manuscript Number: 080913830
Teachers’ Perceived Commitment as Measured by Age, Gender and School Type
Korso Gude Butucha (Dr)
University of Eastern Africa, Baraton, Kenya.
The main purpose of the present
study was to investigate secondary school beginning
teachers’ perceptions of professional commitment in
Ethiopia, and to determine how their perceptions differed
across the selected demographic variables in terms of
professional commitment. Respondents were 381 secondary
school beginning teachers in East Shoa and West Arsi Zones
of Oromiya regional state, Ethiopia. They responded to a
2-part questionnaire—demographic variables and Professional
Commitment Scale (Allen, Meyer, & Smith, 1993). Data was
gathered via questionnaires following the research
procedures. Statistical analysis of the data was done using
SPSS for Windows version 11.5.
Scale results showed that the background variables—age, gender, and school type—have significant but small effects on the perceptions of beginning secondary school teachers’ professional commitment in Ethiopia. Beginning male teachers in Ethiopia claim relatively higher levels of affective professional commitment; while their perceptions of normative, and continuance professional commitment tends to be neutral. This study also revealed that teachers in public secondary schools than private secondary schools perceived higher normative (MD = 0.28, p < 0.01) and continuance (MD = 0.17, p < 0.05) professional commitment. Implications and recommendations for school practices and future research are discussed.
Keywords: Affective, Beginning Teachers, Commitment, Continuance, Normative, Perceptions, Professional.
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