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Journal of Education & Social Sciences - Volume 12, Issue 1 2024
By Tehseen Zehra, Prof. Dr. Shahida Sajjad
10.20547/jess1212412102
Keywords: Organizational Climate, Job Commitment, Teachers, Public Secondary Schools, Rural, Urban, Gender
This cross-sectional study takes its foundation from the need for investigation into educational workplace dynamics in Pakistan, especially in the aforementioned region. It seeks to pinpoint the key influences of organizational climate on teachers' job commitment in public schools of both rural and urban areas of DG Khan, south Punjab. Further, it explores the gender inequalities in the perceptions of teachers. Through a systematic sampling technique, a sample of 340 teachers from 132 secondary schools was selected. However, no age limit was set in the sample selection, and no gender bias was applied. A self-structured questionnaire was utilized for organizational climate (25 items) and job commitment (18 items) with strong reliability Cronbach’s alpha of .786. The findings reveal that the organizational climate has a significant impact on teachers’ job commitment. The findings do not identify locality and gender as significant predictors, but the potential indirect effects through contextual factors highlight the need for equitable policies and support systems across diverse educational settings. Educational leaders and policymakers must prioritize creating equitable, inclusive, and resource-rich environments for teachers to ensure their continued engagement, commitment, and dedication to their jobs. Future studies are suggested for additional variables with organizational climate and job commitment such as teacher workload, autonomy, and intrinsic motivation for more comprehensive understanding.