Study of Senior Secondary School Teachers’ Role Commitment in relation of Quality of Life

Abstract

The present study investigated teachers’ role commitment in relation to quality of life among senior secondary school teachers of Haryana. Teaching is a demanding profession requiring sustained emotional, professional, and personal engagement, making teachers’ wellbeing a crucial determinant of their professional effectiveness. Using a descriptive survey method, the study examined gender differences in teachers’ role commitment and quality of life, and explored the relationship between these two variables. A random sample of 800 senior secondary school teachers was drawn from four districts of Haryana, representing government and private schools from both urban and rural areas. Standardised tools were used to measure teachers’ role commitment and perceived quality of life, and data were analysed using descriptive statistics and independent samples t-tests. The findings revealed significant gender differences in both role commitment and quality of life, with female teachers showing higher levels than male teachers. Results also indicated that teachers with a high level of quality of life demonstrated significantly greater role commitment compared to those with a low level of quality of life, highlighting a strong positive association between personal wellbeing and professional dedication. The study further highlighted that teachers’ emotional stability, work–life balance, and supportive institutional environments play an important role in sustaining motivation and engagement in teaching responsibilities. The outcomes of the study suggest that improving teachers’ quality of life through supportive school climates, manageable workloads, and opportunities for professional growth can enhance their role commitment and overall teaching effectiveness. The study emphasizes the need for educational administrators and policymakers to adopt wellbeing-oriented strategies, including stress management support and recognition systems, to strengthen teachers’ professional dedication. By establishing the close link between quality of life and role commitment, the study contributes to a holistic understanding of teacher wellbeing and provides practical implications for improving educational quality at the senior secondary level.