Abstract

• The main purpose of this research was to study teachers’ communication satisfaction and organizational commitment in Basic Education High Schools, Bogalay Township, Ayeyarwady Region. Quantitative and qualitative research methods were used. A total of 235 teachers from Basic Education High Schools in Bogalay Township were selected to participate by using simple random sampling method. Required data were collected using two questionnaires: Communication Satisfaction Questionnaire developed by Downs and Hazen (1977) and Teachers’ Multidimensional Organizational Commitment Questionnaire developed by Celep (2000). The reliability coefficient (Cronbach α) were 0.95 and 0.91 respectively. For qualitative study, open-ended and interview questions were used. Interviews were conducted with twelve teachers. Almost all teachers in this study were highly satisfied with the communication practices in their schools. There were no significant differences in the level of teachers’ communication satisfaction among teachers grouped by age and teaching service. There were significant differences among teachers grouped by educational qualification and position. Teachers in this study area highly committed to their schools. There were significant differences in teachers’ organizational commitment among teachers grouped by age and teaching service. There were no significant differences among teachers grouped by educational qualification and position. There was a moderately significant positive relationship between teachers’ communication satisfaction and organizational commitment (r= .467, p= .000)