Comparative analysis of teachers’ perception of equity, pay satisfaction, affective commitment and intention to turnover in Botswana

Abstract

Abstract

The purpose of the paper was to investigate the relationships between equity, pay satisfaction, affective commitment and intention to turnover among junior and senior secondary school teachers in Botswana. A total of 232 usable responses were received comprised of 121 Community Junior Secondary School (CJSS) teachers and 111 Senior Secondary School (SSS) teachers. The results of the study indicate that even though the studied teachers are at different levels of schools, there were no major differences in the way the perceived the variables studied. The relationship between equity and pay satisfaction was strong and significant for both junior and senior secondary school teacher. The relationship between equity and affective commitment, pay satisfaction and intention to turnover, and affective commitment and intention were all significant at p < .001. In both the two samples the relationship between pay satisfaction and intention to turnover was negative as well as the relationship between affective commitment and intention to turnover.  The hypotheses for this study were supported. The major conclusions are that teachers’ perception of these variables is similar regardless of whether they are at a junior or senior school. Secondly, even though junior secondary school teachers are supposed to hold diplomas, some have a degree that is why there seem to be the same level of understanding of issues by both the two streams.