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