Evaluating Teacher Job Commitment in General and Special Secondary School Systems: A Comparative Assessment

Abstract

This study evaluated teacher job commitment in general and special secondary school systems through a comparative quantitative survey design. The sample consisted of 389 teachers selected from general and special secondary schools through proportionate stratified sampling. A self-developed questionnaire comprising demographic information and 50 Likert-scale items was used to measure effective, professional, normative, continuance, and institutional/student-centered commitment. The instrument showed excellent internal consistency, with an overall Cronbach’s alpha value of .94. Descriptive results indicated a high overall level of teacher job commitment. Independent samples t-test revealed that special secondary school teachers demonstrated significantly higher job commitment than general secondary school teachers. Significant differences were also found across gender, professional training, institution type, age, academic qualification, and teaching experience. Regression analysis showed that institutional support, professional training, teaching experience, school system, and academic qualification significantly predicted teacher job commitment. The study recommends supportive leadership, regular training, fair workload distribution, and stronger institutional support.