Influence of Teaching Effectiveness and Goal -Setting on Organisational Commitment of Secondary Schools Teachers in Ogun State, Nigeria

Abstract

Organisational commitment of employees is one of the competitive advantages for corporate success and productivity.  Its multidimensional stance has made so slippery and volatile especially among the teachers. Hence, this study therefore, investigates the influence of teaching effectiveness and goal-setting strategy on the organisational commitment of secondary school teacher in Ogun State, Nigeria. Ex-post facto survey design and simple random sampling technique were adopted for the study. Adopted Questionnaires (OCS, r= .76; TES, r= .72; GSS, r= .84) with a section for demographic data were administered on a sample of One Hundred and Eighty secondary schools teachers from eighteen (18) schools in Sagamu Local government area, Nigeria. Regression statistics was used for data analysis at 0.05 level of significance. The findings showed that the variance in organizational commitment of secondary school Teachers is accounted for by teachers’ teaching effectiveness and goal setting, although, the effect size is small. Also, it was concluded that teaching effectiveness predicted organizational commitment better than goal-setting strategy of the teachers. Based on the findings, it was recommended that educational managers should consciously and deliberately identify the psychosocial and organisational constructs in addition to teaching effectiveness and goal-setting strategy platform for planned action programmes that would strengthen organisational commitment of secondary school teachers among others.