Affective Commitment and Teachers’ Performance in Secondary Schools in Rivers State.

Abstract

The study examined affective commitment and teachers’ performance in secondary schools in Rivers State. One research question and one hypothesis guided the study. The study adopted the correlational design as the working design. The population comprised 247 principals from the 247 secondary schools in Rivers State and a sample size of 152 principals drawn with multistage sampling approach representing 62% of principals. The principals responded to two structured validated instruments titled Affective Commitment Questionnaire (ACQ) and Teachers’ Performance Questionnaire (TPQ) designed by the researcher. The reliability coefficient of the instrument using cronbach alpha method was 0.73. Simple regression was used to answer the research question while t-test associated with simple regression was used to test the null hypotheses. Findings of the study showed that affective commitment predicted 12.80% of teachers’ performance in secondary schools and there was a significant contribution between affective commitment and teachers’ performance in secondary schools in Rivers State