The Impact of English Teachers’ Organizational Commitment on Their Job Performance in Sri Lankan Schools

Abstract

Teaching performance is among the most important issues in the education sector. A number of investigations have identified Organizational Commitment as a major influencing factor on Job Performance among the diverse spectrum of factors which may affect the performance. But relatively few researchers have examined the impact of Organizational Commitment on different dimensions of Job Performance. In reviewing the Sri Lankan literature on organizational commitment and job performance, there were few investigations which have focused on the impact of Organizational Commitment on Job Performance and no investigation between Organizational Commitment and different dimensions of Job Performance in the context of schools and, in particular, teachers. The purpose of this study was to investigate the impact of English teachers’ Organizational Commitment on Job Performance in Sri Lankan Schools. A survey was conducted with the participation of 900 teachers of English from schools in Sri Lanka. A questionnaire was administered among the teachers of English to measure the level of job performance and organizational commitment of English Teachers. The collected data were analyzed using correlation coefficient and regression analysis. The results of the study indicated that Organizational Commitment had significant positive relationship with job performance. It was recommended that Organizational Commitment of English Teachers should be enhanced to improve the Job Performance of the Teachers of English.

Keywords: Contextual Performance, Job Performance, Organizational Commitment, Task Performance