The Influence of Organizational Climate on Teacher Motivation and Job Commitment in Public Secondary Schools

Abstract

This study investigated the relationship between organizational climate, teacher motivation, and job commitment in public secondary schools in Quetta, Balochistan, Pakistan. Employing a quantitative survey and correlational analysis, data were collected from a representative sample of 648 teachers across 50 secondary schools using validated questionnaires. The Organizational Climate Description Questionnaire (OCDQ) demonstrated a reliability of .873, and the Teachers’ Job Commitment and Motivation Questionnaire (TJCMQ) a reliability of .609. The results demonstrated a significant impact of organizational climate. A strong correlation existed between organizational climate and job performance (r = .993, p < .001), and a moderate correlation with teacher motivation (r = .322, p < .05). Teachers reported varied perceptions: reasonable workload (Mean = 3.6173) but low job commitment (Mean = 2.3318) and moderate inspiration from school heads (Mean = 3.3395). Supportive leadership and collegiality positively influenced motivation and commitment, while autocratic management and perceived inequities had negative effects. The study emphasizes the importance of a positive organizational climate for teacher retention and effectiveness. Recommendations include promoting transformational leadership, enhancing administrative support, and fostering collaboration. This research provides critical insights for educational stakeholders aiming to improve teacher outcomes in similar contexts.
Keywords: Organizational Climate, Teacher Motivation, Job Commitment, Public Secondary Schools