Psychological Contract and its Influence on Organisational Commitment and Job Satisfaction among Teachers in Zambian Public Schools

This paper analyses the influence of Psychological Contract on Organisational Commitment and Job Satisfaction among teachers that upgraded their academic qualifications following Government policy in Public Schools in Zambia. The study employed a quantitative approach through a cross-sectional descriptive survey with a sample of 278 respondents from various strata selected using stratified random sampling. Data collected using a survey questionnaire were analysed using Structural Equation Modelling (SEM) of the Latent Variables and Partial Least Squares (LVPLS) and a correlation matrix. Results showed low teacher psychological contracts which negatively impacted organisational commitment and job satisfaction. Additionally, there is low Government commitment to psychological contract which resulted in lower employee -organisational commitment and job satisfaction. The study outcomes suggest the presence of significant issues around teacher psychological contract awareness, motivation, job satisfaction, and organisational commitment in the public school system. As such, stakeholders including the Government, educators, administrators, and policymakers should provide training to enhance awareness of and communicate expectations, roles, and responsibilities, disseminate resources (e.g. guides, FAQs) as well as develop and implement policies supporting teachers’ psychological contracts. This is critical to improving teacher well-being through enhanced teacher motivation, job satisfaction, and organisational commitment, ultimately improving student outcomes and enhancing the quality of education.