Exploring the Effect of Job Satisfaction and Demographic Factors on Affective, Normative and Continuance Commitment: An Empirical Evidence of Public Secondary School Teachers in Tanzania

Abstract

This study reports part of the output in larger survey which involved secondary school teachers working in public schools in Dodoma, Tanzania. Names of respective schools will not be displayed in the publications on account of agreement met with schools. Self-administered questionnaire was used to collect data from 127 randomly sampled teachers (response rate 88%) and analyzed using descriptive and inferential statistics. Results indicated job satisfaction level and continuance commitment was moderate while affective commitment found to be low and normative commitment was grossly low. It further indicated significant negative relationship and impact between general job satisfaction and all organizational commitment forms (affective, normative and continuance commitment) and thus job satisfaction was an important antecedent of organizational commitment forms. With an exception of three cases (affective and normative commitment in gender; continuance commitment in education levels), the study found statistical significant difference in teachers organizational commitment associated with demographic characteristics. Implications for school administrators, educational stakeholders and Government were discussed and improvement strategies proposed.

Keywords: Tanzania, Job satisfaction, Public schools, Affective, Normative and Continuance commitment