Abstract

• This study was to investigate the relationship between school culture and teachers’ organizational commitment at Basic Education High Schools (including Branch High Schools) in Sagaing Township, Sagaing Region. Correlation research design was used in this study. Totally 160 teachers, including 31 male teachers and 129 female teachers were chosen as participants by using simple random sampling method. School Culture Survey (SCS) developed by Gruenert and Valentine (1998) was used to measure the perceptions of teachers on school culture and TCM Employee Commitment Survey developed by Meyer and Allen (1991, as cited in Meyer, Allen & Smith, 1993) was used to investigate the perceptions of teachers on their organizational commitment. According to the research findings, teachers from selected high schools perceived that “Professional Development” was the highest and “Collaborative Leadership” was the lowest among dimensions of school culture, and the result revealed that “Affective Commitment” is higher than “Continuance and Normative Commitment”. However, teachers’ perceptions on school culture and their organizational commitment were at high levels in all selected high schools. The independent samples t-test for school culture showed that there was statistically significant difference in the dimension of “Learning Partnership” (p=.025) according to gender and the teachers’ perception on their organizational commitment showed that there was no significant difference according to gender. It was found that the value of correlation coefficient is (r=.311, p<0.01) so there is a statistically significant and moderate relationship between school culture and teachers’ organizational commitment. Based on the findings of the study, it is recommended that as school culture and organizational commitment affects each other, these two variables should be compromised in school setting.