Impact Of Learning Institution On Teachers’ Commitment

Abstract

The conventional educational structure falls short in imparting students with the essential knowledge, skills, and mind-set needed to excel in a constantly evolving and dynamic global environment. The goal of this study was to determine the school as learning institution using a case study of higher secondary schools in the Province of Khyber Pakhtunkhwa to find its impact on teachers' commitment. Objectives of study were to (a) To find key dimensions of school that is learning institution (b) To find association between learning institution and teachers' commitment, and (c)   To investigate how commitment of teachers is affected by the learning institution. The following hypothesis was tested in the Khyber Pakhtunkhwa Region, there is a positive impact of schools as learning institution on teachers' commitment at the higher secondary education level. 30 higher secondary schools for boys and girls were taken in the different cities of Khyber Pakhtunkhwa. The number of respondents included that 250 male and females SSTs were chosen of higher secondary education level who were taken as a sample. Data were gathered through questionnaire by means of cluster sampling. The questionnaire was based on the literature with two primary factors: learning institution and teachers' commitment. Sub-variables included for learning institution i-e Culture, Structure, Opportunities, and Leadership of learning institution. Various statistical methods, including mean, percentage, Pearson's correlation, and ANOVA were used, it was found that learning institution had a favourable effect on teachers' commitment. The study suggested that appropriate tools should be created for gathering suggestions from teachers, educators, parents, and students to further strengthen the educational system, and that information received from various institution should be documented for future guidance.