The thrust of this study was to examine routine change and transformational change management as determinants of teachers’ commitment in secondary schools in Calabar Education Zone of Cross River State, Nigeria. Two null hypotheses were formulated to guide the study. The study made use of survey research design. The sample of the study comprised 634 teachers selected from a population of 2,112 teachers’ using stratified random sampling technique. The instrument for data collection was developed by the researchers and titled: “Routine Change and Transformational Change Management as Determinants of Teachers’ Commitment Questionnaire (RCTCMTCQ)”.The data collected were subjected to statistical analysis using Simple linear regression analysis. The hypotheses were tested at .05 level of significance. The results of the study revealed that routine change management and transformational change management significantly determine teachers’ commitment in secondary schools in Calabar Education Zone of Cross River State, Nigeria. Based on the findings of the study, it was recommended among others that school leaders should ensure that the method and practice of routine change management is adhered to in order to evade role conflict at reaching the anticipated goals in the school system.
Keywords: Secondary Schools, routine change, teachers’ commitment, transformational change
