WORKPLACE HAPPINESS AND ORGANIZATIONAL COMMITMENT AMONG PRIVATE PRIMARY SCHOOL TEACHERS: A CASE STUDY OF LITTLE FLOWER SCHOOL, UYO

This study assessed the level of workplace happiness and organizational commitment among the academic staff of Little Flower School (LFS), a private primary school in Uyo, Akwa Ibom State, Nigeria, and examined whether these two variables differed between full-time and part-time teachers. A descriptive survey case-study design was adopted, involving a total enumeration (census) of the school's 105 full-time and part-time academic staff. Data were collected with a 26-item questionnaire that adapted the Minnesota Satisfaction Questionnaire (MSQ) Short Form and the Meyer and Allen Affective Commitment Scale, anchored on Self-Determination Theory and Organizational Support Theory. Analysis shows workplace happiness was generally high (M = 3.75, SD = 0.47 on a 5-point scale), as was organizational commitment (M = 3.83, SD = 0.32), with salary relative to workload the lowest-rated happiness item and institutional pride the highest-rated commitment item. An independent-samples t-test found no significant difference in happiness between full-time and part-time teachers, t(81.2) = -0.70, p = .483, but a statistically significant difference in commitment favouring full-time teachers, t(69.5) = 2.80, p = .007. The study concludes that LFS teachers report a generally happy and committed workforce, with employment status shaping institutional attachment more than day-to-day job satisfaction. Implications for teacher retention, NAPPS accreditation, and evidence-based enrolment marketing are discussed.