Building sustainable education futures for the southern african sub-continent

An assessment of effects of gender on affective organizational commitment of teachers in Zimbabwe. In Zimbabwe there has been an outcry on poor performance of students at all levels. It has been noted that yearly students’ O level percentage pass rate has declined up to 19.5 % in 2011 to 18.4% in 2012. This has raised concern amongst the stakeholders. Previously low performance has been attributed to inadequacy of resources and poor remuneration. In 2009 the Ministry of Education Art Sports and Culture introduced incentives to lure the teachers so that they help the majority of people in the country until the employer had adequate funds to cushion teachers’ salaries. In 2010 -2011 primary schools were given books and sports kits by the UNICEF under the ETF programme and secondary schools in 2012. However this has not made a positive impact on pupil performance. Most of the blame has been put on teachers’ affective commitment to their work. Considering that the majority of teachers are females, the main question is whether gender is related to affective organizational commitment of teachers’ performance in Zimbabwe? Employee affective commitment is important because high levels of it leads to several favorable organizational outcomes. This is a descriptive survey where data will be collected from stratified random sampled teachers using qu estionnaires and interviews.