Examining teacher efficacy, motivation, innovation and task autonomy on the organizational commitment of University academic staff in south-west Nigeria

Abstract

Organizational commitment appears to be highly influential for not only a teacher’s success during times of change but also for systems in seeking to bring about change. The expectation on teachers to respond to current initiatives influences their professional lives in a number of ways. This study investigated the effect of teacher efficacy, motivation, innovation and task autonomy on the organizational commitment of university academic staffs. Using descriptive survey design, 300 academic staffs from three south west universities were randomly selected for the study. Five valid and standardized instruments were used for the data collection. Pearson product moment correlation and multiple regression were used to analyse the data. The findings indicate that teacher efficacy, motivation, innovation and task autonomy were strongly related to teacher effectiveness. Further, 28.6% of the total variance of organizational commitment was accounted for by the combination of the four p redictive variables studied with teacher efficacy being the most potent. It is recommended that developing /designing programs that combine the working principles of teacher efficacy, motivation, innovation and task autonomy targeting teacher commitment is important.

Keyword: Teacher efficacy, motivation, innovation, task autonomy, organizational commitment