Abstract
Teachers’ commitment remains a central determinant of organisational effectiveness, particularly within the educational sector, where teachers’ dedication directly influences instructional quality and student outcomes. In Nigerian secondary schools, concerns regarding declining teacher commitment, manifested in irregular attendance, minimal instructional innovation, weak classroom management, and limited collaboration have become increasingly pronounced. This paper argues that strengthening schools internally through improved institutional structures and healthier interpersonal relationships offers the most sustainable pathway to enhancing science teachers’ job commitment in senior secondary schools in Ibadan Metropolis. Drawing on Herzberg’s Two-Factor Theory and Organisational Support Theory, the paper argues that institutional factors, such as professional development opportunities and organisational policies, provide the structural foundation necessary to prevent dissatisfaction. Meanwhile, interpersonal relationships, particularly those with colleagues and through collaboration, serve as intrinsic motivators that deepen teachers’ emotional attachment to their schools. A synthesis of empirical studies consistently demonstrates significant positive relationships between professional development, organisational climate, collegiality, collaboration, and teacher commitment. This paper concludes that meaningful reform in science education must move beyond external interventions and instead prioritise strengthening institutional and relational dynamics within schools. Sustainable improvement in teacher punctuality and proactiveness requires environments characterised by fairness, support, shared responsibility, and professional growth.
Keywords: Commitment, Institutional Factors, Interpersonal Factor, Professional Development, Organisational Support