Academic literature on the topic 'School commitment'

A conceptual framework for understanding student and teacher commitment is presented and illustrated with data from a field study of 10 urban high schools. Three points are made. First, alienation and commitment are multidimensional; teachers and students make a variety of commitments that affect the nature of their work. Second, teacher and student commitments are mutually reinforcing. If one is low, it will depress the other. Finally, five school factors are identified that can increase commitments: relevance, respect, support, expectations, and influence. Policy implications of changing these factors in schools are discussed.

The aim of this study is to identify high school teachers’ commitment to school development, colleagues, the teaching profession and sense of duty. The population of this descriptive survey comprised 2,805 teachers working at 47 high schools in Elazığ during the 2016-2017 school year. The study sample was selected through stratified sampling, which aims to identify subgroups in a population and ensure that their size in the sample represents their proportion in the population. The data collection tool was then distributed to 461 teachers working in 12 schools selected randomly from these strata. The data collection tool had two sections. The first had conceptual questions and the second had questions about organizational commitment behaviors. The results showed that high school teachers felt full commitment only to the teaching profession, while they “often” felt committed in other subdimensions and the entire scale. More precisely, the commitment level of science teachers to school development was higher than that of social sciences teachers. Teachers working in the city center had higher commitment to colleagues and school development than those in small towns. Teacher candidates had higher commitment to sense of duty than teachers and specialist teachers. Teachers working at vocational and technical high schools had lower commitment to school development than teachers working at Anatolian high schools, social sciences and science high schools. There was a moderate, negative and meaningful relationship between teachers’ age, professional seniority, professional title and marital status. There was a high, positive and meaningful relationship between the subdimensions and the entire scale. Among the subdimensions, too, there was a moderate, positive and meaningful relationship.

The aims of this study were to determine the perceptions of school climate, teachers’ commitment and school performance held by principals, teachers and parents and the relationship among these variables. Thirty elementary schools of the third congressional district of Bohol consisting of 200 teachers, 30 principals and 60 parents who were randomly sampled took part in the study. The teachers and parents completed two survey instruments: Organizational Health Inventory for elementary schools (OHI-E) from Hoy and Tarter to examine school climate and Organizational Commitment Questionnaire (OCQ)from Celep to test teachers’ commitment, while the principals were made to answer an additional questionnaire that solicits data regarding the school performance. With the school as the unit of analysis, the OHI-E outlined and measured five elements related to school climate (teacher affiliation, institutional integrity, collegial leadership, resource influence and academic influence). Those five were the independent variables used for the study. The dependent variables were the teachers’ commitment with regard to the commitment to school, teaching profession, pupils and work group; and school performance measured by graduation, retention, promotion, participation, repetition, failure, drop-out rates and the National Achievement Test Result. Data were analyzed using frequency count and simple percentage calculation. Weighted mean score was used to assess the level of school climate, teachers’ commitment and school performance. Furthermore, parametric test like Pearson Product-Moment Correlation (rxy) was used to determine the degree of relationship between school climate and the teachers’ commitment; while Spearman Rank Correlation (rs) was used to determine the relationship of school climate and school performance. Results indicated that school climate is related to teachers’ commitment and school performance. These findings have significant implications for the implementation of change in schools, motivation, productivity, well-being, and learner achievement.

Community lies at the heart of both church and school life in the Church of England. In some areas, church communities are sustained by families who choose to attend a particular church based on the quality of the church school in its parish. Many Voluntary Aided Church of England schools (church schools) give priority admission to parents on the basis of faith in the oversubscription criteria of their admission arrangements. While the Church stresses inclusiveness in its recommendations regarding admissions policies to church schools, where a church school is very popular and oversubscribed arguably priority must be given to parents of the faith in the school's catchment area. Otherwise parishioner children whose families regularly attend church could fail to be admitted to their local church school because of competition for places.

This study aims to explore the contribution of work commitments and school climate on teacher’s job satisfaction. This research uses correlational methods that were analyzed with correlation and regression techniques. The result showed that work commitments was contribute significantly to job satisfaction of teachers. This means that the work commitments could be used as a predictor for the teacher’s job satisfaction. Then school climate contribute significantly to teacher’s job satisfaction also. This results means that the school climate can be used as a predictor for the teacher’s job satisfaction. Commitment to work and school climate were contribute significantly to teacher’s job satisfaction. Teacher’s job satisfaction is influenced by work commitments and school climate, either individually or jointly. Further, high commitment and also supported by a school climate create the conducive and improve the teacher’s job satisfaction. Commitment to work and school climate are two factors which are very important because it can affect the job satisfaction, but there are other factors that are believed to take effect on teacher’s job satisfaction.

<p class="apa">The study, which aims to put forth the relationship between school commitment and school culture, is designed on causal-comparative, relational survey model. The study group is composed of 150 voluntary teachers working in Aydin. In the research, “organizational culture” and “organizational commitment” scales are used. In the analysis of the data, descriptive and proof testing statistical techniques are used. At the end of the study, it is found that teachers have affective commitment perceptions at the highest level, and bureaucratic culture perceptions at the lowest. While the perceptions of the teachers related to school commitment and culture does not show any significant difference according to their gender, educational status and specialty; these perceptions show a significant difference according to seniority, type of school, and length of service at the same school. It is detected that affective commitment is predicted by task culture; continuance commitment is predicted by achievement and support culture; and normative commitment is predicted by support culture significantly. All the dimensions of organizational culture predict affective commitment at the highest level. Together with the fact that school culture is an effective factor in teachers’ commitment to their school, some suggestions are given towards developing school culture based on especially support and achievement culture.</p>

Given the importance of teachers ' understanding of organizational justice and its effect on their organizational commitment, the literature of teachers and schools lacks evidence about the relations between these factors in developing countries. This research seeks to investigate the direct influence of organizational justice on teachers committed to their schools. the study consists of three dimensions of Organizational justice namely: distributive, procedural, and interactional justice as a dependent variables and organizational commitment as an independent variable. The study conducted among eight official secondary schools. However, Stratified random sampling choice depending on the total of teachers at each school, Data Collection Method was using a structured questionnaire by self-administrative. SPSS has analysed the 92 valid surveys. The results indicated there is a positive and significant relationship between Organizational justice dimensions and organizational commitment, distributive justice found highly correlated with organizational commitment. However, the three dimensions of Organizational justice positively and significantly predicted organizational commitment among secondary school teachers. The study could provide some significant literature contributions on the Organizational justice and organizational commitment of secondary school teachers in developing countries.

Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.

Abstract: To better understand the organisational commitment of teachers, the current study examined job satisfaction as a mediator between organisational commitment and the three dimensions of leadership, namely transformational, transactional and passive-avoidant. The study involved 381 school teachers in Malaysia, and the multiple-model analysis used showed partial mediation on the negative association of passive-avoidant leadership style with teachers’ commitment to their organisation. The study found a relationship between transformational leadership and organisational commitment through job satisfaction. As expected, job satisfaction also fully mediated between transactional leadership and organisational commitment among teachers, and that teachers who are highly satisfied with their jobs attributed their commitment towards their school to transactional leadership. This study extends the knowledge on the effects of teachers’ leadership styles on their organisational commitments through a mediating factor. Higher education can play an important role in changing pre-service teachers' and future school principals’ mindsets to exhibit transformational and transactional leadership competencies. Therefore, leadership development and training of future school administrators during their tertiary education are important in order to enhance teachers' job satisfaction and commitment.
 Keywords: Teachers, Job satisfaction, Leadership styles, Organizational commitment, Malaysia