The present paper is therefore aimed at exploring whether effective and ineffective schools differ on the organisational commitment as it is expected to influence teachers’ performance and work habits. It is expected that effective schools provide necessary resources, culture and climate necessary for satisfying professional needs of teachers leading to higher commitment amongst them as compared to their counterparts in ineffective schools. The sample included 97 female and 62 male teachers. Effective and ineffective schools are found to differ on organisational commitment dimensions such as Affective Commitment and Normative Commitment as well as the Total Organisational Commitment. However, there is no significant difference in the Continuance Commitment of teachers from effective and ineffective schools. There is no significant gender difference in the Affective Commitment, Normative Commitment, Continuance Commitment and the Total Organisational Commitment.
Organizational Commitment, Effective and Ineffective school
