The Impact of Teachers’ Collegiality on their Organizational Commitment in High- and Low-Achieving Secondary Schools in Islamabad, Pakistan

Abstract

This paper presents a study on the impact of teachers’ collegiality on their organizational commitment in high- and low-achieving secondary schools in Islamabad, Pakistan. The study also examined the differences in teacher collegiality and teacher organizational commitment in the two school-types. The study surveyed 364 public secondary school teachers from 17 schools in Islamabad. Data were analyzed using structural equation modeling (SEM) with AMOS 16.0 and latent mean structure statistics. The analyses confirmed that teacher collegiality positively affected their organizational commitment, but the differences in teacher collegiality were found to be non-significant between the two school-types.