Influence of Occupational Stress, Work-Life Balance, and Gender on Organisational Commitment of Teachers in Public Secondary Schools in Imo State

Abstract

This study examined the influence of occupational stress, work-life balance, and gender on organisational commitment among teachers in public secondary schools in Imo State, Nigeria. Three hypotheses were formulated and tested. A total of 183 teachers (93 males, 90 females), selected through a convenience sampling technique, participated in the study. Of these, 102 were married and 81 were single, with ages ranging from 28 to 56 years (M = 42.20, SD = 7.28). Participants completed validated measures of occupational stress, work-life balance, and organisational commitment. A cross-sectional survey design was employed, and data were analysed using three-step hierarchical multiple regression. Findings indicated that occupational stress, work-life balance, and gender did not significantly predict organisational commitment. Based on these results, it is recommended that government and school administrators explore more flexible scheduling and supportive policies to help teachers better manage work and personal responsibilities, potentially enhancing overall commitment.