Abstract :
The purpose of this study is to determine the relationship between school climate and teachers’ commitment and to determine the impact of key dimensions of school climate on teachers’ commitment which is related with efficiency and effectiveness of school. The population of the study comprises elementary level teachers of private schools in Karachi. Quantitative survey method was used using correlation design. Data collected was examined using inferential statistics. The Organizational Climate Index(OCI) developed by Hoy, Smith, and Sweetland and the Organizational Commitment Questioanaire (OCQ) developed by Mowday, Steers, and Porter were used as the survey instruments. The results indicated a relationship between school climate and teacher’s commitment, dimensions such as collegial leadership and academic achievement have significant positive relationship with teacher’s commitment. Institutional vulnerability indicates a significant negative relationship. The results of the regression analysis revealed that the collegial leadership and institutional vulnerability are the predictors of teachers’ commitment. The findings of the study can contribute to develop the insights of the school administrators and principals on the importance of school climate that is crucial for improving the level of teachers’ commitment and based on these insights, can make the necessary attempts to develop the positive school climate that contributes for enhancing the acedemic excellance at their institutions.
Keyword :
organizational climate, teachers commitment, collegial leadership, acedemic achievement, teachers professionalism, institutional vulneribility.