Factors that influence Affective Commitment to teaching in Libya

Abstract

The purpose of this study is to get an insight into the prevailing conditions of primary schools in Libya. Ayers (2010) has confirmed that there remains a gap in the current literature regarding specific attitudinal behaviours influencing organizational commitment across various levels of education. The educational sector in Libya today is in dire need of a revamp. This study aims to take an in-depth look into the obstacles that has resulted in a serious lack of commitment among teachers in Libyan schools. The focus of the study therefore will be on the examination of the role of job satisfaction among the teachers in determining the affective organizational commitment of the primary school teachers in Libya. A questionnaire was utilized used to collect the necessary data. Multiple regression techniques will be adopted to examine relationships among the independent and dependent variables. Results of the study suggest that most of the job satisfaction variables have statistical significant relationship with affective commitment among the primary school teachers in Libya. Keywords: Job Satisfaction factors, Affective organizational commitment, teachers, school in Libya.