BACKGROUND TO THE STUDY
Commitment has a significant relationship with the performance of the work force in addition to overall productivity and profitability of the organization, organizations today are concerned about commitment amongst various occupations of all groups (Baloch, 2009). Evidence attesting to this is the vast array of literature available related to antecedents and consequences of both organizational commitment and commitment (Buitendach & de Witte, 2005). Commitment has been found to be inversely related to such withdrawal behaviour as tardiness, absenteeism, and turnover (Yousef, 2000). Moreover, it has been linked to increased productivity and organizational effectiveness (Buitendach & de Witte, 2005).
Noordin & Jusoff (2009) argue that societal expectations depend upon the successful running of the education system. The success of the educational system depends upon the involvement, effort and the contribution of the academic staff or their professional expertise. Shan (1998) asserts that the teaching profession ranks high on the success list of a society. In conjunction with this, teachers’ organizational commitment and general commitment have been identified as important to understanding the work behaviour of employees in organizations (Howell & Dorfman, 1986). Research specifically pertaining to commitment amongst teachers has recently begun to receive much attention owing to the decrease in popularity and status of the teaching profession as a whole (Gendin & Sergei, 2002), as well as to the high teacher turnovers recorded in many countries over the past few decades (Buckley, Schneider & Shang, 2005).
Changes in education policies, the children’s rights movement and legislation changes have not only seen teachers increasingly becoming the targets of criticism, but have also led to high incidences of burnout and general dissatisfaction among teachers world-wide (Tye & O-Brien, 2002). Because of the impact of the constant demands that are made on teachers to produce better results and aim for higher educational objectives, investigations as to the experience of teachers in respect to their work situation have become increasingly necessary.
According to Maicibi (2007), rewards are concerned with all the strategies by an organization in formulation and implementation of policies that aim at rewarding people justly, fairly, equitably but also differently and consistently in accordance with the value of an organization. In this study financial rewards will involve salary, wages, bonuses, profit sharing scheme, honorarium, overtime pay, pension, gratuity and allowances.
According to Thompson (1998) “commitment is an engagement or obligation” that is to say, the state of being willing to give a lot of time to do something. In this study teachers’ commitment was looked at basing on sense of belonging at school where teachers feel that they are part of and parcel of the school, sense of excitement where teachers enjoy their job, confidence in management where teachers have trust in their leaders, teachers’ syllabus coverage where teachers’ cover what they are meant to teach in time, punctuality and regularity at work where teachers come on time and are present on all working days.
Several researchers have attempted to study the problem of teachers’ job commitment leaving behind gaps that need to be filled. These include Namutebi (2006) who researched on the effect of reward management practices and teachers’ commitment. Ejju (2005) was interested in the relationship between self-esteem and commitments of teachers in secondary schools. None of those studies attempted to relate rewards directly on teachers’ commitment and none of the two studies still was on the context of secondary school teachers in Ikere which gaps the proposed study wishes to fill.
Statement of the Problem
Teachers’ commitment helps to realise the attainment of educational goals. Teachers if committed would dedicate all their effort on the job. That is to say, they would prepare, teach and assess students’ work on time. However, according to the report of the Namigadde (2007) secondary school teachers’ commitment in secondary school.
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