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Dwivedi. K., gupta. A. (2020). To Study The Teaching Effectiveness, Emotional Intelligence & Organizational Commitment Of Teachers Of Undergraduate Colleges. International Journal of Creative Research Thoughts (IJCRT), 8(9), 2837-2846.

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Article

Secondary School Teachers’ Effectiveness in Relation to their Commitment towards Organization

1Associate Professor &HoD, M.Ed. Department, Rajendra Academy For Teachers’ Education, Durgapur, West Bengal, India 1Orcid ID: 0009-0009-4063-2532

2Assistant Professor, Department of Education, RabindraBharati University, Kolkata, West Bengal, India 2Orcid ID: 0000-0003-4330-8702

3Assistant Professor, B.Ed. Department, NetajiSubhas Chandra Bose Teachers Training College, Raiganj, West Bengal, India

4Assistant Professor, M.Ed. Dept., Rajendra Academy For Teachers’ Education, Durgapur, West Bengal, India

5M.Ed. Scholar, Rajendra Academy For Teachers’ Education, Durgapur, West Bengal, India


American Journal of Educational Research. 2025, Vol. 13 No. 8, 391-396
DOI: 10.12691/education-13-8-2
Copyright © 2025 Science and Education Publishing

Cite this paper:
Mahadeb Chattopadhyay, Sunil Kumar Baskey, Mousumi Parvin, Pallabi Banerjee, Arna Koner. Secondary School Teachers’ Effectiveness in Relation to their Commitment towards Organization. American Journal of Educational Research. 2025; 13(8):391-396. doi: 10.12691/education-13-8-2.

Correspondence to: Mahadeb  Chattopadhyay, Associate Professor &HoD, M.Ed. Department, Rajendra Academy For Teachers’ Education, Durgapur, West Bengal, India 1Orcid ID: 0009-0009-4063-2532. Email: educhemchatterjee@gmail.com

Abstract

The study was conducted to assess the degree of relationship between effectiveness and organizational commitment of school teachers. The data were collected randomly by selecting 168 secondary school teachers from different schools in Balurghat block through the use of the Teacher Effectiveness Scale by Kumar and Mutha and Teacher’s Organizational Commitment Scale by Jamal and Raheem. The sample consisted of 55.95% male teachers and 44.05% female teachers. The descriptive survey method was employed to carry out this quantitative research. The findings revealed that a significant high positive correlation (r=0.653) exists between personality dimension and Commitment to Teaching Works (CTW) dimension; and a low positive correlation (r=0.396) exists between academic dimension and Commitment to School (CTS) dimension among male teachers. So the most contributing dimension of teacher effectiveness (TE) is personality dimension among male teachers. Whereas, the most contributing dimensions of organizational commitment is Commitment to Teaching Works (CTW) among male teachers. The result also revealed that a significant high positive correlation (r=0.589) exists between academic dimension and Commitment to Teaching Works (CTW) dimension; and a low positive correlation (r=0.306) exists between professional dimension and Commitment to School (CTS) dimension. So the most contributing dimension of teacher effectiveness (TE) is academic dimension among female teachers. Whereas, the most contributing dimensions of organizational commitment is Commitment to Teaching Works (CTW).

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