DETERMINANTS OF AFFECTIVE ORGANISATIONAL
COMMITMENT AND THEIR RELATIONSHIP TO THE
PERFORMANCE OF SECONDARY SCHOOLTEACHERS
IN ZIMBABWE

DETERMINANTS OF AFFECTIVE ORGANISATIONAL
COMMITMENT AND THEIR RELATIONSHIP TO THE
PERFORMANCE OF SECONDARY SCHOOLTEACHERS
IN ZIMBABWE

RITTAH KASOWE

Performance of secondary school students has been declining since 1984 to date.
Although much has been done to improve conditions of teachers the Ordinary level
ZIMSEC examinations appear to be declining. Factors contributing to the
teachers‟effectiveness have not been well researched. Whereas teachers could be
motivated by employers, what contributes to their affective commitment to the
organisations in which they work is not known. The primary aim of the study was to
make a critical analysis of variables contributing to affective organisational
commitment of teachers. Stufflebeam‟s (1971) Context Input Process and Product
Model informed the study. A mixed methods methodology approach was used. The
study used statistical tests such as multiple regression alysis and step wise regression
analysis on quantitative survey data. The quantitative data were gathered using two
seven point Likert scales from 230 teachers, proportionately, stratified and systematic
randomly sampled from 2340 teachers. SPSS was used to analyse the relationship
between school performance and teachers‟ organisational commitment. Linear multiple
step wise regression analyses were performed in order to find out the significance of the
variables. The qualitative data were collected from purposively sampled 12 teachers, 2
heads of departments, 2 deputy heads, 4 school heads, 5 education inspectors and 1
Deputy Provincial Education Director. Semi-structured interviews and focus group
discussion were used in order to to generate data which were analysed using NVivo.
The study established factors such as biographical, organisational the community
policies and teacher efficacy as strong determinants of affective organisational
commitment. One of the significant outcomes of the study was an informed
conceptualised BLOTPAS affective organisational commitment model that illustrates
the relationship between the factors and teachers, as well as students and schools‟
performance. The study recommended to revamp education system operations

Zimbabwe Open University

2017