Relationship between Role Overload and Affective Commitment among Private School Teachers

Abstract

This paper examines the relationship between role overload and affective commitment among private school teachers in Jos metropolis. The paper adopts the position that although teachers in private schools experience significant levels of workload and occupational stress, such overload does not necessarily weaken their affective commitment toward their institutions. A correlational design was utilized for the study. The paper argues that affective commitment is largely emotional and value driven, making many teachers remain attached to their schools despite stressful work conditions. The study further maintains that while role overload may affect continuance commitment and employee wellbeing, teachers who are emotionally connected to their schools often continue to demonstrate loyalty and dedication irrespective of workload pressure. The paper recommends that stakeholders in the education sector should focus on improving teachers’ psychological wellbeing, reducing excessive workload, and providing institutional support systems capable of sustaining teacher commitment and educational effectiveness.