ORGANISATIONAL CLIMATE AND TEACHER COMMITMENT: A BRUNEI PERSPECTIVE

The purpose of this study was to examine the relationship of
organisational climate and teacher commitment in Brunei Darussalam. A
total of 51 secondary schools were surveyed and 340 teachers participated
in this study. The Organisational Climate Index (OCI) and the
Organisational Commitment Questionnaire (OCQ) were used in this
study. The four subtests of the OCI, collegial leadership, professional
teacher behaviour, achievement press and institutional vulnerability were
examined for their collective and independent relationship to teacher
commitment. These four variables served as independent variables, while
commitment served as the dependent variable. Commitment was measured
using the 9-item version of the OCQ. The results of this study revealed
that there was a relationship between organisational climate and teacher
commitment. The multiple regression analysis concluded that the best
predictor of teacher commitment was professional teacher behaviour.
Furthermore, collegial leadership was also found to be a predictor of
teacher commitment. Achievement press, though not directly related to
teacher commitment, was found to be a good predictor of both
professional teacher behaviour and collegial leadership. Institutional
vulnerability was found to have no direct or indirect relationship to
teacher commitment. This study contributed to a better understanding of
the relationship between organisational climate and organisational
commitment among teachers within the context of the Bruneian secondary
schools. Based on these findings, several recommendations were made for
future research.