Abstract

This study examined the relationship between teacher workload and organisational commitment among teachers in Oyo State public secondary schools, with equitable role distribution investigated as a structural predictor of commitment beyond workload. Grounded in the Job Demands-Resources (JD-R) Model and Meyer and Allen's (1991) ThreeComponent Model of Organisational Commitment, the study employed a correlational survey research design. Asample of 372 teachers was drawn from six education districts in Oyo State through proportionate stratified random sampling. The Teacher Workload, Organisational Commitment and Role Distribution Questionnaire (TWOCDQ) operationalised workload through two indices (Instructional Workload Index, IWI; Administrative Workload Index, AWI), organisational commitment through three indices corresponding to all three dimensions of the Three-Component Model (Affective Commitment Index, ACI; Continuance Commitment Index, CCI; Normative Commitment Index, NCI), and role distribution through two indices (Task Allocation Index, TAI; Participatory Role Index, PRI), each measured by five items. Cronbach's alpha reliability coefficients ranged from .77 to .84. Findings revealed that teacher workload was high across both dimensions, while all three dimensions of organisational commitment (affective, continuance, and normative) were at comparatively low to moderate levels. A significant negative relationship existed between total workload and total organisational commitment (r = - .61, p < .01), with administrative workload consistently emerging as the stronger predictor of commitment erosion. Hierarchical multiple regression established that equitable role distribution accounted for a significant 15.7% additional variance in organisational commitment beyond workload (ÄR² = .157, p < .001), bringing total explained variance to 54.3%. The study recommends urgent policy-level workload restructuring, transparent and participatory duty-allocation processes, and the formal incorporation of teacher voice in school administration