The Influence of Organizational Commitment on Teacher Performance in Basic Education High Schools: Shwe Pyi Thar Township, Republic of the Union of Myanmar

Abstract

This study aimed to measure the levels of organizational commitment of teachers and their performance and to evaluate the influence of organizational commitment on teacher performance in basic education high schools in Shwe Pyi Thar Township, Yangon Region in Myanmar. Survey research design was adopted. The descriptive statistics were used to described the individual demographic information of the participants in the study by frequency and percentage, and to evaluate the influence of organizational commitment of the teachers on teacher performance, Stepwise Multiple Regression Analysis (MRA) was applied.  Participants of the study were 210 teachers of four basic education high schools in Shwe Pyi Thar Township, Yangon Region in Myanmar. The result showed that the level of teachers’ organizational commitment is high, and the level of teachers’ performance is highest. The result also showed that predictors of organizational commitment can predict 21.5% task performance of teachers at four basic education high schools in Shwe Pyi Thar Township, Yangon Region in Myanmar with the coefficient determination of (R² = .213). In details, only affective commitment, one of the aspects of organizational commitment, affects teachers’ task performance with the highest coefficient values of (β = 1.108) with a statistically significant level (p=.000).