Authors : Nicholas Oseremen Osime; Gabriel Adewale Soyebi; Abosede Oluhaigbe Amos- Olalemi; Idatesit David Ekpo

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/87xupfpe

Scribd : https://tinyurl.com/yz5js6ve

DOI : https://doi.org/10.38124/ijisrt/26jun491

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Abstract : This study examined the multidimensional nature of teacher commitment among Business Studies teachers in public junior secondary schools in Southwest Nigeria. While previous research has often treated teacher commitment as a unidimensional construct, this study distinguished among three dimensions: commitment to institution (loyalty to school goals and policies), commitment to students (dedication to student welfare and development), and commitment to profession (attachment to teaching as a career). A descriptive survey research design was employed with a sample of 863 Business Studies teachers selected through multistage sampling from Ogun, Lagos, and Oyo States. The Teachers' Job Performance Questionnaire (TJPQ, r = 0.81) measured the three commitment dimensions, while students' NECO results measured learning outcomes. Findings revealed that all three commitment dimensions were at moderate to high levels (mean range 3.10-3.46 on 4- point scale).

Keywords : Teacher Commitment, Institutional Commitment, Student Commitment, Professional Commitment, Multidimensional Analysis, Business Studies, Nigeria.

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