Relationship Between School Climate and Teachers’ Commitment in an Excellent School of Kubang Pasu District, Kedah, Malaysia

Abstract

The aim of this study is to identify the relationship between school climate and teachers’ commitment. This study focused on five excellent schools in the district of Kubang Pasu, Kedah. The total number of teachers in the five schools was 280 but only 178 teachers were randomly selected to be the respondents. The respondents were asked to complete two sets of questionnaires that are Organizational Climate Index (OCI) from Hoy et al. (2002) to examine school climate while Teachers Organizational Commitment from Celep (2000) to test teachers commitment. Researchers used SPSS version 20.0 to analyze the collected data. Descriptive statistic was used to get the frequency, percentage, mean and standard deviation. Researchers found that the Alpha Cronbach for validity is 0.92. To test school climate with teachers’ commitment, descriptive and inferential statistics were used. Data collected was found abnormal (K-S test) so, Spearman Correlation test p < 0.05 was used. Result showed that school climate has relationship with teachers’ commitment. Dimensions such as collaborative leadership, teachers’ professional behavior; and working pressure have positive significant relationship with teachers’ commitment whereas institutional transparency dimension has no relationship with teachers’ commitment. Teachers’ professional behavior was deemed as the determinant for teachers’ commitment. In conclusion, the result findings of this study can contribute to all types of schools and school administrators. This is because by understanding school climate influence, school administrators and teachers will be able to work towards materializing education excellence at present and for the future.

DOI: 10.5901/mjss.2015.v6n3s1p163