IMPACT OF SCHOOL LOCATION AND TEACHER COMMITMENT IN PUBLIC SECONDARY SCHOOLS

ABSTRACT

This study examined the impact of school location on teacher’s commitment in public secondary schools in Ovia North East Local Government Area of Edo State. In order to achieve the objectives of the study, two research questions were raised and one hypothesis was formulated 

The population of the study consist of the 126 teachers in the twenty-eight (28) public senior secondary schools in Ovia North East Local Government Area of Edo State  Four  (4) schools and 63 teachers representing 50% and 20% of the population were selected as sample for this study. The instrument used for data collection was queationnaire titled “School Local and Teachers Commitment Questionnaire”. The instrument was validated by the supervisor. Data collected for reseach question were analysed using mean and standard deviation while thee hypothesis was tested with Pearson Moment Correlation Coefficient at 0,05 level of significance. The study revealed that that there is a high level of teachers job commitment to teaching and learning in Ovia North East Local Government Area, school location infleunces teachers job commitment to teaching and learnin and there is a significant relationship between school location and teachers job performance.

Based on the findings, it was recommended that governments and other stakeholders should work to create a positive school climate that encourages high-affective organizational commitment and reduces intentions to leave teaching profession among those in the teaching field. It was also recommended that government should focus more attention in terms of necessary facilities and pedagogy on the schools located in rural areas for them to have the same opportunity like their counterpart in the urban school location areas, and to enhance teachers commitment in secondary irrespective of the geographical school location.