Impact of type of schools, work motivation and teaching experience of secondary school teachers on their organisational commitment

In the present study, the investigators intend to explore the main and interaction effects of type of schools, work motivation and teaching experience on the organizational commitment of teachers. Organizational commitment was treated as dependent variable and the independent variables comprised of type of schools, work motivation and teaching experience. For the purpose of investigation, normative survey method was employed. The sample comprised of 480 secondary school teachers working in government and private schools located in Rohtak Division affiliated to Haryana Board of School Education. Multi-Stage Random Sampling was used to select the sample for the present study. Personal Data Sheet prepared by the investigators, Organizational Commitment Scale (OCS) by Hyde and Roy (2006) and Employees Motivation Schedule (EMS) by Srivastava (1988) were used for the collection of data. The obtained data was analyzed using Balanced Three way ANOVA with 2x2x2 factorial design and Hartley's Test of Homogeneity of Variance was applied to test the assumption of homogeneity of variance for ANOVA. The findings of the study revealed: i) Main effects of work motivation and teaching experience on the organizational commitment of the teachers were found to be significant whereas no significant main effect of type of schools was reported ii) Significant double interaction effect of work motivation and teaching experience on organizational commitment of teachers was found Hi) The triple interaction effect of type of schools, work motivation and teaching experience on organizational commitment was also reported to be significant.