Infrastructure Satisfaction and Educational Environment: Its Influence on Women Teachers’ Professional Commitment

Infrastructure and educational environment significantly influence teachers' professional attitudes, motivation and institutional commitment. The present study examines the influence of infrastructure satisfaction and educational environment on professional commitment among women teachers working in Government, Government-aided and Private schools in Pollachi town, Tamil Nadu. The study adopts a quantitative research design using primary data collected from 240 women teachers through a structured questionnaire. Reliability and validity of the instrument were established through pilot testing, expert validation and Cronbach's alpha analysis. Statistical tools such as descriptive statistics, Pearson correlation, multiple regression analysis, one-way ANOVA and Tukey post hoc analysis were employed using SPSS Version 26. The findings reveal that infrastructure satisfaction and educational environment have a significant positive relationship with professional commitment. Educational environment emerged as the strongest predictor of professional commitment. Significant differences were observed among Government, Government-aided and Private school teachers, with Government teachers reporting higher levels of professional commitment. The study highlights the importance of supportive institutional climate, administrative support and adequate infrastructural facilities in enhancing teachers' dedication and loyalty toward the profession. The findings contribute to educational management literature by integrating institutional climate and infrastructural satisfaction within the context of women teachers in semi-urban educational institutions.