Abstract

• The main purpose of this study was to explore professional commitment of teachers from Basic Education High Schools in Sagaing Township. The study was conducted by descriptive research design and quantitative survey method. The participants were 300 teachers (24 males and 276 females) with the age ranging from below 30 years to 40 years and above old from 15 selected high schools. Professional Commitment Questionnaire (PCQ) developed by Ibrahim (2015) was used to assess the perceptions of teachers on their professional commitment. This questionnaire included three subscales, namely, affective, continuance and normative subscale. In general, the results of the study revealed that most of the teachers (76%) in Sagaing Township had average and above levels of professional commitment. Also, it was observed that most of the teachers were better in normative commitment than other subscales. Again, the results indicated that female teachers were a little more professionally committed than male teachers. Next, the results of t-test pointed out that there was a significant difference in professional commitment of teachers with respect to educational background at p<0.001. Then, ANOVA results of the three age groups showed that there was a significant difference in professional commitment of teachers with regard to age groups at p<0.001. As a result, commitment increases with age and professional commitment of teachers comes with age and professional qualification. It is hoped that this study will help teachers in improving their professional commitment and creating good organizational health.