Organisational Commitment among Secondary School Teachers: Caryl Rusbult’s Theory Review

Abstract

Caryl Rusbult’s theory was a theory rooted in independent theory postulated in the early 1950s. Caryl Rusbult’s theory was based on the assumption that commitment is subject to experience as a result of independence. The theory of commitment postulates that the more one invests his/her time, skill, energy, and some other personal assets in the organisation, the more one has at
stake in living it. The theory is also a function of three variables: satisfaction level, quality of alternative and investment size. These three variables indicated that commitment to the relationship persists not only because of the positive qualities that attract partners to each other, but of the bond that binds the two partners to one another and the absence of a better option that goes beyond the relationship exists between the present partners,
however, teachers’ organisational commitment can manifest or occur in three
different domains which are affective, normative and continuance. In this
study, Caryl Rusbult’s theory was evaluated and analysed based on its
weakness, strength and implication for the organisational commitment of
secondary school teachers. Merits and demerits including the model of the
theory were also considered.