Impact of Socio-Psychological Work Environment on Teachers’ Job Commitment in Public Primary Schools in Mwatate SubCounty, Kenya

Abstract

This research explored the effects of social and psychological working environment on teachers’ job commitment in public primary schools in Mwatate Sub-County, Kenya. The objectives of the study were to determine the extent to which the socio-psychological work environments as well as job security influence teachers’ job commitment. We used descriptive survey research design and focused on 63 head-teachers and 315 teachers from the 63 public primary schools in the region as the target population. The sample size was 94 respondents, made up of 17 head-teachers and 95 teachers who were randomly sampled based on the 30% rule. Questionnaires were used to collect data which was analysed using appropriate descriptive statistics. The research has established that there was a significant relationship between the working conditions and the level of job commitment. The study recommends that the Ministry of Education should strive to improve socio-psychological work environment in public primary schools and formulate strategies that can improve the affective, normative and continuance commitment scales of teachers through teacher-pupils contact time.