Staffing, Supervision and School Discipline as Determinants of Teachers’ Job Commitment in Public Secondary Schools of Delta State

Abstract

The study was conducted to examine how staffing, supervision and school discipline could determine teachers’ job commitment in public secondary schools, Delta State. The correlational survey was adopted for this study. The population comprises of 13,484 principals and teachers in public secondary schools in Delta State. Purposive sampling method was used to sample 674 participates. Two instruments were self-developed for data collection, the instruments were titled “Staffing, Supervision, School-discipline Questionnaire (SSSQ) and Teachers’ Job Commitment Questionnaire (TJCQ). The instrument was validated through face and content validity. Additionally, the instruments were exposed to Cronbach alpha co-efficient and reliability test yielding coefficients of .81 and .77 was obtained for School-discipline Questionnaire (SSSQ) and Teachers’ Job Commitment Questionnaire (TJCQ) respectively. Data obtained was loaded into SPSS version 23 to compute results using Pearson Product Moment Correlation Statistics and regression analysis. Finding shows that staffing, supervision and school discipline are positively significant to teachers’ job commitment in Delta State public secondary schools. It is thus recommended that government should ensure that all schools within the state are adequately staffed such that the workload of teachers will reduce.