| Abstract: |
Organizational commitment is one of the most significant factors impacting the effectiveness of teachers, teacher retention, and school performance in the education sector. The present empirical study investigates and compares the level of organizational commitment of male and female senior secondary school teachers in the National Capital Territory (NCT) of Delhi, India in terms of their organizational commitment dimensions. 120 male and 130 female teachers were sampled using a three-component model of organizational commitment affective, continuance and normative, by Meyer and Allen (1991) from government and private senior secondary schools. A standardized and validated Organizational Commitment Questionnaire (OCQ) was used to collect data that was then analyzed with descriptive statistics, independent samples t-test, one-way ANOVA, and Pearson correlation analysis with SPSS v.26. The results of the analysis show that the female teachers have statistically significant higher scores than the male teachers in affective and normative commitment, and there is no significant difference in the scores of the teachers in the two genders in continuance commitment. Experience proved to be a significant predictor with an increase in affective and normative commitment as tenure increases. The overall organizational commitment was shown to be positively and strongly linked to job satisfaction for both males and females. Implications for educational administrators and educational policy makers of these results for designing gender-sensitive retention strategies and designs of professional development for secondary education are important. |
