Enhancing teachers' commitment: Autonomy and learning in Ghana's basic schools

Abstract

This study examines how teachers' autonomy and learning affect their commitment, considering the moderating role of work environment. Questionnaires were administered to full-time teachers in basic schools within Ghana's Ashanti Region, which yielded 1163 accurate responses. The study employs the structural equation modeling technique to generate accurate and reliable findings. The findings reveal that teachers' autonomy and learning positively and significantly contribute to their commitment. Also, work environment positively and substantially moderates the relationship between teachers' autonomy and commitment and between teachers' learning and commitment. Finally, theoretical and practical implications are discussed.