Teacher’s Job Satisfaction and Commitment of Tombel Subdivision, Cameroon: A Comparative Analysis between Private and Public Schools

Enongene Betrand Ewane *

Department of Economics, University of Buea, Cameroon.

*Author to whom correspondence should be addressed.


The success of the educational sector depends on the satisfaction and commitment of both public and private teachers. Thus, the recruitment, training, development, and growth of both sectors are vital for the overall growth of the educational sector. This research, therefore, aims to examine if there is a significant mean difference between job satisfaction and commitment of public and private secondary school teachers in the Tombel subdivision. The survey  sample 253 teachers comprising of 171 teachers from public schools and 82 from private schools. The empirical analysis employed the independent t-test using SPSS version 22. The findings indicate there is no significant mean difference between public and private schools for most instruments of job satisfaction (salary growth, perceive growth opportunities, working environment, and co-worker relationship) except job security. In addition, all the instruments of job commitment (workload, employee turnover intentions, motivation, fear of loss, and Job affection) reveal a significant mean difference between public and private schools in the subdivision. The study, therefore, recommends that to close the gap between public and private secondary school teachers, the educational stakeholders should encourage both sectors by ensuring a single salary scale, ensured better working conditions, and more security in their job.

Keywords: Job commitment, job satisfaction, private schools, public schools, secondary education

How to Cite

Ewane, E. B. (2022). Teacher’s Job Satisfaction and Commitment of Tombel Subdivision, Cameroon: A Comparative Analysis between Private and Public Schools. Asian Journal of Education and Social Studies, 35(4), 1–9. https://doi.org/10.9734/ajess/2022/v35i4761


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