Change Management Variables as Predictors of Teachers’ Commitment in Public Secondary Schools in Calabar Education Zone of Cross River State, Nigeria

Abstract

The study was designed to investigate change management variables as predictors of teachers’ commitment in public secondary schools in Calabar Education Zone of Cross River State, Nigeria. Three null hypotheses were formulated to guide the study. The study employed survey design. The sample of the study consisted of 634 teachers selected from a population of 2,112 teachers’ using stratified random sampling technique. The instrument for data collection was developed by the researchers and titled: “Change Management and Teachers’ Commitment Questionnaire (CMTCQ)”. The reliability coefficient of the instrument was 0.83 using Cronbach Alpha reliability method. The data collected were subjected to statistical analysis using Simple linear regression analysis. All the hypotheses were tested at .05 level of significance. The results of the study revealed that change management in terms of technological change management, innovative change management and revolutionary change management significantly predicted teachers’ commitment in public secondary schools in Calabar Education Zone of Cross River State, Nigeria. Premised on the findings of the study, it was recommended among others that principals should ensure that the processes of change management are strictly followed to avoid conflict in achieving the goals of change management.

Keywords: Change Management, Teachers’ Commitment and Secondary Schools


Article Review Status: Published

Pages: 1-13 (Download PDF)

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