Enhancing work engagement of teachers through organisational commitment, organisational justice and psychological conditions in Namibia

Abstract

Considering the high failure rate of learners coupled with harsh working conditions and limited resources, teachers are likely to become disengaged. The aim of this study was to investigate the relationship between work engagement and its antecedents amongst primary and secondary school teachers in the Omaheke, Oshana and Oshikoto regions (n=288). A cross-sectional design was used for the data analysis employing Pearson-product moment correlation and multiple regression analyses. All variables reported positive relationships with work engagement. The significant predictors of work engagement are psychological meaningfulness, psychological availability and normative commitment. This study proposes incentives such as equitable benefit packages, career advancement opportunities, and work resources thus teachers would feel valued. This, in turn, would increase their levels of work engagement. Fair and respectable interactions between teachers and supervisors would foster psychological meaningfulness, organisational justice, commitment and work engagement.