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首页> 外文期刊>Journal of Education and Practice >Performance Appraisal and Labour Relations Practices as Correlates of Teachers’ Professional Commitment in Public Secondary Schools in Abia State, Nigeria
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Performance Appraisal and Labour Relations Practices as Correlates of Teachers’ Professional Commitment in Public Secondary Schools in Abia State, Nigeria

机译：与尼日利亚阿比亚州公立中学教师专业承诺相关的绩效评估和劳资关系实践

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The purpose of this study was to find out whether performance appraisal and labour relations practices predict teachers’ professional commitment in public secondary schools in Abia State, Nigeria. The relative contribution of each of the two independent variables to the prediction was also investigated. Two hypotheses guided the study. A correlational survey research design was adopted. The population comprised 1877 teachers and the sample comprised 306 teachers. Multi stage random sampling technique was used to draw the sample. Instrument for data collection were structured and adapted questionnaires. Data were analyzed using multiple regression. The result of the study revealed that both performance appraisal and labour relations practices jointly predict teachers’ professional commitment (F = 12.991; P<.05). Performance appraisal practice was a more potent predictor of professional commitment (t = 2.68; P < .05) than labour relations practice (t =2.59; P<.05). The two independent variables make significant relative contributions to the prediction of teachers’ professional commitment. Premised on these findings, it was recommended that the Secondary Education Management Board (SEMB) should focus more on labour relations practices, and improve on fairness in promotion of teachers in order to ensure teachers’ commitment to the teaching profession. Again, the state government should ensure a conducive workplace for their teachers and endeavour to avoid actions that could jeopardize their sense of commitment. Keywords: Performance appraisal practice, Labour relations practice, and Professional commitment.
机译：这项研究的目的是找出绩效评估和劳资关系实践是否能够预测教师在尼日利亚阿比亚州公立中学的职业承诺。还研究了两个独立变量对预测的相对贡献。有两个假设指导了这项研究。采用了相关调查研究设计。人口包括1877名教师，样本包括306名教师。使用多阶段随机抽样技术抽取样本。数据收集工具结构化并经过改编。使用多元回归分析数据。研究结果表明，绩效评估和劳资关系实践共同预测了教师的专业承诺（F = 12.991; P <.05）。绩效评估实践是职业承诺（t = 2.68; P <.05）比劳动关系实践（t = 2.59; P <.05）更有效的预测指标。这两个自变量对预测教师的职业承诺具有重大的相对贡献。根据这些发现，建议中学教育管理委员会（SEMB）应该更多地关注劳资关系实践，并在促进教师晋升方面提高公平性，以确保教师对教学专业的承诺。同样，州政府应确保为教师提供一个有利的工作场所，并努力避免采取可能危害其承诺意识的行动。关键字：绩效评估实践，劳资关系实践和专业承诺。

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