Organizational Support, Mental Capital And Commitment Among Government Aided Secondary Schools In Mbarara City.
| dc.contributor.author | Ampeire Agnes | |
| dc.date.accessioned | 2026-05-15T14:17:34Z | |
| dc.date.available | 2026-05-15T14:17:34Z | |
| dc.date.issued | 2025-11-24 | |
| dc.description | This is a master's thesis. | |
| dc.description.abstract | This study was motivated by the reports of low teacher’s commitment among publicly funded schools in Mbarara city. The tenacity of the study was to scrutinize how organizational support and mental capital relate to teacher commitment in publicly funded high schools located in Mbarara City. This study is based on the Commitment-Trust Theory. The study employed a cross-sectional survey design and targeted 188 teachers from 5 publicly funded high schools in Mbarara City South. From this population, a sample of 123 teachers was chosen using proportionate stratified sampling and simple random sampling techniques. This investigation utilized primary sources, employing a survey questionnaire for data collection. All variables had a CVI exceeding the minimum accepted value of 0.7, and reliability scores were above 0.7, indicating they are valid and reliable. Correlations, regressions, and descriptive results were generated using version 30 of the “Statistical Package for Social Sciences” (SPSS). The aim was to achieve 123, and from these, 108 questionnaires (88%) were filled out completely and returned. The inquiry revealed a strong, significant and positive correlation between teacher commitment and organizational support; and between mental capital and teacher commitment. According to regression analysis, organizational support and mental capital explain 51% of the variance in Teacher's commitment, while the remaining 49% is due to various other factors; the beta value for predicting teachers' commitment based on organizational support was .656, whereas the value for mental capital was .288. The study concludes that organizational support and mental capital are significant forecasters of teacher commitment. The study recommends that schools’ management should endeavor to provide avenues and facilitating activities that promote organisational support since it has been proved to positively contribute to teacher’s commitment. The study recommends that management and teachers should ensure that they provide mental capital to all teachers and all the time. There is need for the school’s management to give consideration to both organisational support and mental capital as this combination will result in greater improvement in teacher’s commitment as opposed to looking at either of the two. | |
| dc.description.sponsorship | Dr. Violah Mpangwire (PhD) (Makerere University Business School) & Mr. Edgar Muhimbise Mutakirwa (Makerere University Business School) | |
| dc.identifier.citation | Ampeire, A. (2025) Organizational Support, Mental Capital And Commitment Among Government Aided Secondary Schools In Mbarara City. Makerere University Business School. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12282/5510 | |
| dc.language.iso | en | |
| dc.publisher | Makerere University Business School | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | |
| dc.title | Organizational Support, Mental Capital And Commitment Among Government Aided Secondary Schools In Mbarara City. | |
| dc.type | Thesis |