JOB EVALUATION SYSTEMS AND TEACHERS’ AFFECTIVE COMMITMENT IN PRIVATE SECONDARY SCHOOLS IN DELTA STATE NIGERIA

Abstract

The growing competition in the private education sector has increased the need for effective human resource practices that enhance teachers’ emotional attachment to their institutions. This study examined the effect of job evaluation systems on teachers’ affective commitment in private secondary schools in Delta State, Nigeria.  Specifically, the study investigated the influence of skill requirements, responsibility levels, workload assessments, and working conditions on teachers’ affective commitment. The study was anchored on Social Exchange Theory. A descriptive survey research design of a correlational nature was adopted. The population comprised 15,500 full-time teachers, from which a sample of 390 was selected using the Taro Yamane formula. Data were analyzed using multiple regression analysis at a 0.05 level of significance. The findings revealed that job evaluation system dimensions significantly influence teachers’ affective commitment, with working conditions emerging as the strongest predictor. Overall, the results indicate that fair and well-structured job evaluation practices play a crucial role in strengthening teachers’ commitment. The study concludes that transparent and equitable job evaluation systems enhance teachers’ emotional attachment and institutional stability. It recommends the adoption of skill-based grading, clear job roles, balanced workloads, and improved working conditions to promote higher levels of commitment among teachers.