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Journal articles on the topic 'School commitment'
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1
Firestone, William A., and Sheila Rosenblum. "Building Commitment in Urban High Schools." Educational Evaluation and Policy Analysis 10, no. 4 (1988): 285–99. http://dx.doi.org/10.3102/01623737010004285.
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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.
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Jenkins, Patricia H. "School Delinquency and School Commitment." Sociology of Education 68, no. 3 (1995): 221. http://dx.doi.org/10.2307/2112686.
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Gökyer, Necmi. "Organizational Commitment of High School Teachers." Journal of Education and Training Studies 6, no. 3a (2018): 115. http://dx.doi.org/10.11114/jets.v6i3a.3165.
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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.
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Manla, Vilma H. "School Climate: Its Impact on Teachers’ Commitment and School Performance." Journal of World Englishes and Educational Practices 3, no. 2 (2021): 21–35. http://dx.doi.org/10.32996/jweep.2021.3.2.3.
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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.
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Jarman, Andrea Loux. "Disability and Demonstrating Christian Commitment." Ecclesiastical Law Journal 16, no. 1 (2013): 57–65. http://dx.doi.org/10.1017/s0956618x13000823.
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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.
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Sahnan, Muhammad, and Mahyudin Ritonga. "Kontribusi Komitmen Kerja dan Iklim Sekolah terhadap Kepuasan Kerja Guru SMA Kecamatan IV Jurai Pesisir Selatan." INFERENSI: Jurnal Penelitian Sosial Keagamaan 12, no. 2 (2019): 417–34. http://dx.doi.org/10.18326/infsl3.v12i2.417-434.
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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.
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KIRAL, Erkan, and Omer KACAR. "The Relationship between Teachers’ School Commitment and School Culture." International Education Studies 9, no. 12 (2016): 90. http://dx.doi.org/10.5539/ies.v9n12p90.
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<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>
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Jameel, Alaa S., Yazen N. Mahmood, and Swran J. Jwmaa. "Organisational Justice and Organisational Commitment among Secondary School Teachers." Cihan University-Erbil Journal of Humanities and Social Sciences 4, no. 1 (2020): 1–6. http://dx.doi.org/10.24086/cuejhss.v4n1y2020.pp1-6.
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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.
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Mateu–Gelabert, Pedro, and Howard Lune. "Street Codes in High School: School as an Educational Deterrent." City & Community 6, no. 3 (2007): 173–91. http://dx.doi.org/10.1111/j.1540-6040.2007.00212.x.
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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.
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Abdul Halim, Norhaily, Aminuddin Hassan, Ramli Basri, Aminuddin Yusof, and Seyedali Ahrari. "Job Satisfaction as a Mediator between Leadership Styles and Organisational Commitment of Teachers in Malaysia." Asian Journal of University Education 17, no. 2 (2021): 61. http://dx.doi.org/10.24191/ajue.v17i2.13398.
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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
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Md Jais, Noraziyanah, and Aida Hanim A. Hamid. "THE RELATIONSHIP BETWEEN HEADTEACHERS’ MULTIDIMENSIONAL LEADERSHIP PRACTICES WITH TEACHERS COMMITMENT UNDER SCHOOL TRANSFORMATION PROGRAM 2025 (TS25)." International Journal of Modern Education 1, no. 2 (2019): 13–26. http://dx.doi.org/10.35631/ijmoe.12002.
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The School Transformation Program 2025 (TS25) is an initiative of the Ministry of Education Malaysia to increase student success in schools through effective leadership, competent teachers and strong commitment of the Parent-Teacher Association (PIBG). However, at the same time, the literature review shows that the percentage of teachers’ commitment to some schools in Malaysia is still at a moderate level. The causes of decreasing teacher commitment in school include one-way communication, interpersonal relationship and weak leadership style among administrators toward the organization. Therefore, this article determines to identify and discusses findings the practice of leadership multidimensional among headteachers and its relationship with teacher's commitment under the School Transformation Program 2025 (TS25). A descriptive quantitative study and involved 33 respondents from two Primary School Transformation Program 2025 (TS25) in Kuala Lipis Pahang selected through the stratified sampling technique. This study using questionnaires as a research instrument. Pearson Correlation test was used to determine the relationship between multidimensional leadership practices among headteachers with a teacher's commitment. The research finding showed that the leadership multidimensional practices among headteachers' under the School Transformation Program 2025 (TS25) were high (mean = 3.48). The research finding also showed that the level of teacher's commitment to primary schools involved in TS25 was moderate (mean = 2.72). Therefore, the findings should be extended to the primary and secondary schools of the School Transformation Program 2025 (TS25) in Malaysia to test the effectiveness of the Multidimensional Leadership among headteachers to enhance teacher commitment to the organization.
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Reddy, Dr B. Yella, Dr T. I. Nagarjuna Dr. T. I. Nagarjuna, and Dr M. Sateeshnadha Reddy. "A Study of Teacher’s Commitment of Primary School Teachers." International Journal of Scientific Research 2, no. 11 (2012): 142–44. http://dx.doi.org/10.15373/22778179/nov2013/46.
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Habib, Hadiya. "Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy." Shanlax International Journal of Arts, Science and Humanities 7, no. 1 (2019): 35–38. http://dx.doi.org/10.34293/sijash.v7i1.420.
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In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.
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Draper, Janet, and Helen Fraser. "Teaching Commitment and School Development." Improving Schools 3, no. 3 (2000): 27–32. http://dx.doi.org/10.1177/136548020000300306.
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Mwamatandala, Augustino, and Mussa S. Muneja. "Effect of School Management on Teachers’ Commitment: A Case of Government Secondary Schools in Arusha City, Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (2020): 87–96. http://dx.doi.org/10.46606/eajess2020v01i03.0046.
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This study sought to establish the effects of school’s management on teachers’ commitment among public secondary schools in Arusha City. The study employed quantitative research approach in collecting and analyzing data in that closed ended questionnaire was filled by 140 randomly selected teachers. Data for the first and second research questions on school management effectiveness and teachers’ commitment was analyzed through descriptive statistics while the third research question was analyzed through Pearson Correlations. The findings revealed that management in schools under investigation is effective and teachers are committed toward accomplishment of school goals. Secondly, the study revealed a significant relationship between school management effectiveness and teacher’s commitment. This study recommends that the management in schools under investigation should enhance management effectiveness in order to realize improved teachers’ commitment which is essential for academic performance and realization of school goals and objectives.
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Yilmaz, Ercan. "ORGANIZATIONAL COMMITMENT AND LONELINESS AND LIFE SATISFACTION LEVELS OF SCHOOL PRINCIPALS." Social Behavior and Personality: an international journal 36, no. 8 (2008): 1085–96. http://dx.doi.org/10.2224/sbp.2008.36.8.1085.
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The aim of this study was to investigate the organizational commitment of school principals in relation to loneliness and life satisfaction levels. The sample of the study consisted of 548 school principals chosen using a random clustering method from primary schools in Central Anatolia, Turkey. The results of the study showed that there was a positive correlation between the loneliness levels of school principals and the compliance levels of organizational commitment, and a negative correlation between loneliness and the internalization and identification levels of organizational commitment. There was also a negative correlation between life satisfaction levels of school principals and the compliance level of organizational commitment. A positive correlation was found between life satisfaction and the internalization and identification levels of organizational commitment. In addition, loneliness and life satisfaction levels of school principals accounted significantly for their organizational commitment. A possible explanation for this is that psychological support is given to those school managers whose loneliness levels are high and whose life satisfaction levels are low.
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Mat Jusoh, Musliza, Siti Noor Ismail, and Anis Salwa Abdullah. "EFIKASI KENDIRI GURU SEBAGAI MEDIATOR TERHADAP HUBUNGAN ANTARA IKLIM SEKOLAH DAN KOMITMEN GURU." Practitioner Research 2 (September 6, 2020): 137–62. http://dx.doi.org/10.32890/pr2020.2.8.
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The Ministry of Education Malaysia aims to develop an educational system that is capable in improving achievement and innovation. This goal requires high commitment and precision from all parties, especially teachers that play the main role in educational institutions. Thus, a positive school climate will produce high-quality human capital, while self-efficacy acts as a driving force to pursue the goals. The effectiveness of these two elements enhances the commitment of teachers in order to ensure the success of educational institutions. This study was developed to examine the relationship between school climate and teacher commitment, as well as the indirect relationship through self-efficacy as a mediator construct. Teachers were selected randomly from 18 high-achievement secondary schools in Kelantan, with a total of 360 respondents. A cross-sectional survey method was applied to collect data. The questionnaire consisted of 44 items. The IBM SPSS software was used to analyze the correlation and regression tests. The Pearson correlation analysis confirmed positive and significant relationships between the three variables, namely the weak correlation for school climate and commitment (r=.24, p<.01), as well as between school climate and self-efficacy (r=.23, p<.01). In contrast, the correlation was high between selfefficacy and commitment (r=.85, p<.01). Regression analysis for the effect of school climate on teacher commitment showed that R2=.06, p<.01 was significant. The beta value showed that the school’s climate contributed β=.24 (24%), significantly affecting commitment. Multiple regression analysis of school climate and self-efficacy on teacher commitment confirmed that R2=.72, p<.01 was significant. However, beta values showed that school climate contribution decreased to 0.05 (5%) and did not significantly affect commitment as the self-efficacy predictor was included in the regression model. The beta value showed that self-efficacy contributed 0.84 (84%), significantly influencing commitment and acting as a full mediator variable for school climate and teachers’ commitment. The finding of this study proposes significant school climate relationships to enhance teachers’ self-efficacy and commitment. This study also contributes significantly to the theory and the extension of knowledge by explaining the role of school climate in enhancing teachers’ commitment, as well as highlighting the mediator role of self-efficacy that has a significant effect on teacher commitment as well. Therefore, the school administrators should provide a better, condusive school climate to encourage higher self-efficacy among teachers, through self-confidence in group guidance, student assignments, innovative education and attitude towards homework. As a result, teachers could have more opportunity to develop their commitment to schools.
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Harini, Hegar, and Adisel Adisel. "Kepribadian dan Motivasi Kerja Mempengaruhi Komitmen Normatif." Journal Of Administration and Educational Management (ALIGNMENT) 3, no. 2 (2020): 76–86. http://dx.doi.org/10.31539/alignment.v3i2.1692.
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The purpose of this study was to determine the personality and work motivation to influence the normative commitment of the principal. This study used a survey method involving 90 school principals from public high schools in DKI Jakarta. The data obtained were analyzed using the path analysis approach. In conclusion, personality and work motivation have a positive direct effect on normative commitment of school principals. This indicates that the better the personality and the higher the work motivation, the higher the normative commitment of the school principal.
 Keywords: Personality, Motivation, Normative Commitment.
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Ayu Kusumawati, Gusti. "Implementation of Clinical Supervision to Increase Work Commitment of Primary School Teachers." International Journal of Elementary Education 4, no. 2 (2020): 219. http://dx.doi.org/10.23887/ijee.v4i2.26594.
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The purpose of this study was to determine the increase in elementary school teacher work commitments in Gugus 3 Kecamatan Blahbatuh Kabupaten Gianyar Semester II Academic Year 2018/2019 after attending clinical supervision activities. This research is a school action research. Subjects were elementary school teachers in Gugus 3 Kecamatan Blahbatuh Kabupaten Gianyar with a total of 58 teachers. Teacher work commitment data in this study were collected using a questionnaire. Data analysis techniques used descriptive analysis. Indicators of the success of this study are: if the minimum teacher work commitment is in the High category and classical completeness is 90%. Based on the research that has been done, it was concluded that the effective implementation of clinical supervision could increase the work commitments of elementary school teachers in Cluster 3 of Blahbatuh District, Gianyar Regency Semester II in 2018/2019 Academic Year. In the pre-cycle mean teacher work commitment is 128.74 in the medium category with the percentage of classical completeness is 67.24%. In the first cycle the mean work commitment of teachers was 145.98 in the high category with the percentage of classical completeness being 87.93%. Whereas, in cycle II it increased with a mean of 180.45 in the very high category with the percentage of classical completeness being 100%.
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Firdaus, Robby Anzil, Dian Purnamasari, and Stefy Falentino Akuba. "The Influence of Motivation, Leadership and Perceived Workload as Intervening on Teacher Commitment." Journal of Educational Science and Technology (EST) 5, no. 3 (2019): 268. http://dx.doi.org/10.26858/est.v5i3.10847.
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At various schools, there are problems related to teacher commitment for carrying out their work. In schools that were the object in this study, problems related to low teacher commitment can be seen in the exit interview process when teachers submit resignations. This study objective is to look for the influence of leadership, motivation and perceived workload on teacher commitment at the school. This research was conducted at an Islamic school in the southern city of Tangerang.The method of sampling is census of 61 permanent teachers under the organization. The analizing method is SEM using SmartPLStm software. The result from SEM intrepertation shows there is significant influence on leadership and perceived workload, motivation and commitment as well as perceived workload and commitment. Leadership can also influence commitment through mediating perceived workload. Base on the results, the conclusios are, to increase teacher’s commitment, we need to see the leadership style of the principles of the school (as direct supervisor), gave a good insight for their perceived workload so that they do not feel overwhelming. Thus their commitment will also increasing.
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Arifin, Alvin. "PENGARUH KOMITMEN GURU DAN STRATEGI PEMBELAJARAN TERHADAP PRESTASI DAN MUTU SEKOLAH PADA SEKOLAH DASAR ISLAM TERPADU DI KABUPATEN SUMENEP." Adaara: Jurnal Manajemen Pendidikan Islam 10, no. 2 (2020): 154–64. http://dx.doi.org/10.35673/ajmpi.v10i2.995.
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This study examines the effect of teacher commitment and learning strategies on school achievement and quality in integrated Islamic elementary schools in Sumenep district. This research is a quantitative study. Data collection techniques by giving questionnaires to teachers. The population of this research is all teachers who teach in integrated Islamic elementary schools in Sumenep Regency with a sample of 46 teachers. The analysis used is descriptive analysis and partial least square analysis with SmartPLS software. The results of this study indicate that teacher commitment and student achievement have a positive and significant effect on school quality. Learning strategies do not have a direct influence on school quality. Teacher commitment and learning strategies have a positive and significant effect on achievement. Achievement mediates the effect of teacher commitment on school quality significantly. Achievement does not mediate the effect of learning strategies on school quality.
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Okçu, Veysel, and Adem Uçar. "Effect of school principals’ favouritism behaviors and attitudes on teachers’ organizational commitment, based on the perceptions of primary and secondary school teachers." Journal of Human Sciences 13, no. 3 (2016): 5901. http://dx.doi.org/10.14687/jhs.v13i3.4304.
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The purpose of this study is to determine whether there is relation between the favouritism attitudes and behaviours of the school administrators and the organizational commitment of the teachers, based on the perceptions of the teachers. This is a correlational study using survey model. The study is in relational screening model. Research population contains 1219 teachers working in schools (27 of which are primary schools and 25 are secondary schools) in Siirt city centre in the 2014 and 2015 school year. In this research, favouritism scale developed by Aydoğan (2009) and consisting of 15 items and a sub-dimension, as well as the organisational commitment scale developed by Balay (2000) and consisting of three sub-dimensions as compliance, internalization and identification were applied. As a result of the research carried out, it was determined that the primary and secondary school teachers’ perceptions regarding the favouritism attitudes and behaviours of the school administrators are at low level. Moreover, teachers stated that they rarely agree with the items in the compliance sub-dimension of the organizational commitment, while they moderately agree with the items in the identification and internalization sub-dimensions. It was determined that based on the perceptions of the primary and secondary school teachers, there is a negative and medium level relation between the favouritism attitudes and behaviours of the school administrators, and the internalization and identification sub-dimensions of the organizational commitment. Moreover, a positive and low level relation was determined between the favouritism attitudes and behaviours of the school administrators, and the compliance sub-dimensions of the organizational commitment. Furthermore, it was concluded that the favouritism attitudes and behaviours of the school administrators significantly predict all sub-dimensions of the organizational commitment.
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Godson, Furahini, and BARAKA MANJALE NGUSSA. "Effect of School Environment on Students’ Commitment toward Learning among Secondary Schools in Monduli District, Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (2020): 60–67. http://dx.doi.org/10.46606/eajess2020v01i03.0043.
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This study sought to investigate the effect of school environment on students’ commitment toward learning among Secondary Schools in Monduli District, Tanzania. The study employed the quantitative approach in collecting and analyzing data from 346 respondents across five secondary schools in the District. The findings revealed that students’ perception were negative on the school environment as they tended to disagreed with the items. The study further indicates that students were committed toward learning. Finally, the study established the existing relationship between school environment and students’ commitment toward learning. Therefore, effective school environment predicts the rate of students’ commitment toward learning. The study therefore recommends that school management teams should work hard to improve the identified school environment factors as the factors are essential for effective learning to take place. The identified students’ commitment toward learning needs to be rewarded for students to maintain such a spirit as it is a key factor for effective learning to take place. Furthermore, school administrators should find ways to create conducive learning environment.
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Hidayat, Rais, Henny Suharyati, Yuyun Elizabeth Patras, Sutji Harjanto, and Haposan Andi. "OPTIMALISASI BUDAYA MUTU SEKOLAH UNTUK MENINGKATKAN KOMITMEN GURU." JURNAL MANAJEMEN PENDIDIKAN 6, no. 2 (2018): 595–606. http://dx.doi.org/10.33751/jmp.v6i2.786.
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Teacher's commitment is the key to improve education. The purpose of this research is to investigate the efforts to increase teacher commitment through quality culture in schools. Based on 110 samples involved this research, it is found that the improvement of teacher commitment can be achieved by optimizing the quality culture in schools. The optimization of the quality culture in schools can be achieved through several ways: the fulfillment of infrastructure; internal and external customer satisfaction; development of teacher professionalism; team work; collaboration with other parties (parents, school board, and society); school evaluation and determination of reward and punishment.Keywords: teacher's commitment, quality culture, education.
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Baksi Maiti, Rooprekha, and Shamindra Nath Sanyal. "Optimizing the role of organizational commitment." International Journal of Organizational Analysis 26, no. 4 (2018): 669–90. http://dx.doi.org/10.1108/ijoa-06-2017-1183.
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Purpose The purpose of this paper is twofold: first, to find out the factors that affect organizational commitment in the school education sector and second, how these factors might be modified to judge organizational commitment of the school teachers. Design/methodology/approach This study was conducted using qualitative interviews with two sets of school teachers – government and government-affiliated schools and private schools in and around Kolkata city. The sample size was 40. The data triangulation method was applied for optimal verification of the result. Then the pattern of concordance author– coder pair was tested using Cohen’s kappa. Findings This study investigated eight factors expected to influence organizational commitment. Out of these eight factors, five factors were found – “on employees’ perception and need achievement,” “cognitive abilities of the employees,” “assessment of the employees,” “factors related to personality” and “organizational factors which influence organizational commitment” – which qualitatively exert more influence on organizational commitment. Practical implications The authors proposed that the concept of organizational commitment and its application in the academic sector might be modified to optimize the role of organizational commitment and to enhance the credibility of the teachers. A comprehensive organizational commitment model that has been proposed is expected to gain future direction of organizational commitment research. The parameters of the study can be used in the school sector, as well as in the corporate sector through proper improvisation, and it is expected that the corporate sector will be benefited. It is because the factors that were selected for the study are also relevant to the corporate sector. Originality/value This is a conceptual-type paper. The factors that were selected had an effect on the organizational commitment of the school teachers and these factors can also be applied in corporate sector to improve their level of commitment.
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Hermawati, Oki, Erwin Santosa, and Innocentius Bernarto. "The Effectiveness of Shepherd Leadership and Trust in the School on Teacher’s Work Motivation and Commitment to the School during the COVID-19 Pandemic." Veritas: Jurnal Teologi dan Pelayanan 19, no. 2 (2021): 215–27. http://dx.doi.org/10.36421/veritas.v19i2.407.
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This research aims to find the effect of shepherd leadership and organizational trust on work motivation and school commitment. This study was directed at Ketapang Christian Schools (SKK), located in Jakarta and Cibubur (West Java). This research used a saturated sample technique, which means the entire population became sample. The total number of respondents is 100. The Partial Least Square Structural Equation Modeling (PLS-SEM) method was selected as a statistical analysis technique. The conclusion showed that shepherd leadership and school trust had a positive impact on work motivation. Shepherd leadership and organizational trust have a positive influence on school commitment. Shepherd leadership has a supportive influence on school trust, and work motivation has a supportive impact on school commitment. The finding is expected to provide input for the school in considering policies, especially those related to school structures, to build up trust, work motivation, and teachers’ commitment to the school.
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Pratomo, Bagas Dwi, and Zainal Arifin. "The Effect of School Principal’s Servant Leadership of Vocational Schools in Temanggung Regency." International Journal of Applied Business and International Management 5, no. 3 (2020): 1–12. http://dx.doi.org/10.32535/ijabim.v5i3.975.
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This research aims to examine the effect off school principal's servant leadership, discipline, work motivation, and teacher’s commitment on the performance of vocational school teachers in Temanggung Regency. The findings show that (1) servant leadership has no significant positive effect on performance; (2) servant leadership has a significant positive effect on discipline by 25%, 18% on work motivation, and 20% on commitment; (3) discipline, work motivation, and commitment significantly have positive effect on performance by 71%; and (4) servant leadership has a significant positive effect on performance through discipline, work motivation, and commitment. Significant performance improvement is not influenced by servant leadership. However, servant leadership has a significant positive effect through mediation of discipline, work motivation, and commitment.
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Elele, Emmanuel Chinedu. "Influence of Transformational Leadership Style and Principals’ Decision Making on High-School Teachers’ Organisational Commitment in Jakarta Laboratory Schools." International Journal of Pedagogy and Teacher Education 4, no. 1 (2020): 9. http://dx.doi.org/10.20961/ijpte.v4i1.39162.
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<p class="Abstract">Laboratory schools are faced with the challenges of improving the quality of educational service delivery stemming from their role of being a platform for enhancing the school management skills of prospective teachers, and the demonstration of new teaching techniques towards the acceleration of student learning. The complex processes of determining and implementing school management policies is carried out by school management personnel, teachers and stakeholders. In this direction, organisational commitment, most significantly that of the teacher, is paramount to how effective laboratory schools can achieve their vision, mission and objectives. This quantitative study examines the pattern of relationships and the influence of the transformational leadership style and principals’ decision making on high school teachers’ organisational commitment at Jakarta laboratory schools. Research data was obtained by randomly administering questionnaires to a sample of eighty-nine (89) teachers. Data analysis was performed using descriptive and inferential statistics to provide detailed insight on the spread of research data and to facilitate the drawing of conclusions. The path analysis technique was used to determine the levels of influence between the transformational leadership style, the principals’ decision making and the teachers’ organisational commitment. Results from this study show that: (1) the transformational leadership style has a direct positive influence on high-school teachers’ organisational commitment at Jakarta laboratory schools; (2) the principals’ decision making has a direct positive influence on high-school teachers’ organisational commitment at Jakarta laboratory schools; and (3) the transformational leadership style has a direct positive influence on the principals’ decision making at Jakarta laboratory schools.</p>
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Price, Heather. "Weathering fluctuations in teacher commitment: leaders relational failures, with improvement prospects." Journal of Educational Administration 59, no. 4 (2021): 493–513. http://dx.doi.org/10.1108/jea-07-2020-0157.
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PurposeStudies demonstrate the central role of principals in developing and sustaining teacher commitment to their school. Teachers' commitment to their school impacts teaching, learning, innovation and school climate and manifests job satisfaction. Commitment strongly relates to teacher attrition. Attrition is important in the study of school success and failure given its strong predictive link to student learning.Design/methodology/approachThis study thus identifies relational practices of principals who successfully develop and maintain high levels of commitment among their teaching staff compared to those principals who fail to maintain high commitment or fail to raise low commitment among their teachers during the school year. To investigate this process, this study uses longitudinal, within-year school network and climate data for teachers and principals in 15 American charter schools. With these data and theories offered by social-psychology and organizational studies, the interpersonal leadership and school climate conditions set forth by the principal link to the fluctuating levels of commitment among teachers.FindingsDespite the consistently established link between employee commitment and organizational success and failure, this operationalization of changing levels of staff commitment is a novel contribution to the discussion of organizational principal leadership failure. This study clearly tests the questions: Which emotional responses prove volatile to teachers' repeated exchanges with their principals? How do principals' relational practices impact teachers' commitment to teaching? Among the strongest findings is the key practice of principals to maintain trust—interpersonal and schoolwide—to improve commitment among teachers and avoid loss of commitment by the end of the school year.Practical implicationsRelational practices of principals can promote quality relationships that uphold trust and sustain environments conducive to maintaining high organizational commitment. When leaders fail to establish and maintain quality relationships, challenges experienced during a school year become more difficult to overcome.Originality/valueThe opportunity arises to test the time-varying aspect of interpersonal relations in organizations and the subsequent idea about how organizational leaders maintain strong relationships, strengthen poor ones or repair injured relationships. These results evidence teacher commitment is prone to decline at the end of the school year yet the chance and magnitude of the fluctuation directly responds to changes in principals' relational practices. With relational practices, principals can induce affective responses from teachers at the interpersonal and organizational level that improve commitment among teachers and reduce drops in commitment.
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Kimutai Bett, Nehemiah, Vencie B. Allida, and Elizabeth Mendoza-Role. "Factors Influencing Professional Commitment of Public Secondary School Teachers in Trans-Nzoia West Sub-County, Kenya." July to September 2020 1, no. 2 (2020): 65–73. http://dx.doi.org/10.46606/eajess2020v01i02.0022.
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This study sought to established factors influencing the professional commitment of public secondary school teachers in Trans-Nzoia West sub-county, Kenya. It adopted a descriptive correlational research design. Stratified random sampling was used to obtain categories of schools that best represent the entire population being studied. Cluster sampling technique was employed where all the 109 teachers from 10 randomly selected county schools, 58 teachers from the extra-county school and 67 teachers from the national school participated in the study. A total of 192 questionnaires were returned, giving a response rate of 82%. Data were analyzed using descriptive statistics, Pearson product-moment correlation coefficient and multiple regression analysis. It was found that there is a significant direct relationship between teachers’ professional commitment and their attitudes towards the teaching profession, beliefs about student learning, value systems and their evaluation of the school culture. These variables account for 83.6% of the variance in the professional commitment. It is therefore recommended that the schools should continue to find ways to enhance teachers’ attitudes towards the teaching profession, beliefs about students’ learning and value systems and the school culture in order to boost the teachers’ professional commitment.
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Dağli, Abidin, and Zuhal Akyol. "The Relationship between Favouritism Behaviours of Secondary School Administrators and Organizational Commitment of the Teachers." Journal of Education and Training Studies 7, no. 7 (2019): 35. http://dx.doi.org/10.11114/jets.v7i7.4191.
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The aim of this study is to determine the relationship between the favouritism behaviours of secondary school administrators and organizational commitment of teachers. The research population consists of 3403 teachers from 64 secondary schools in the central district of Diyarbakir/Turkey in the academic year of 2016-2017. The data collection instrument was applied to randomly selected 376 teachers from 22 schools. "Favoutism in the School Management Scale", developed by Erdem and Meric (2012) and three dimensional "Organizational Commitment Scale", developed by Meyer, Allen and Smith (1993) and adapted into Turkish by Dağlı, Elçiçek and Han (2017) were used in this research. The arithmetic mean, standard deviation were used in the analysis of data. The relationship between favoritism and organizational commitment behaviour was studied using Spearman Correlation Coefficient. Some important findings obtained in the research can be listed as follows: Teachers participated the overall mean of "Favouritism in the School Management Scale" at "sometimes" level (M=2.86). According to teachers’ perceptions, the dimensions with the highest means are in order; (1) Planning (M=3,121; Sometimes), (2) Coordination (M=2,961; Sometimes), (3) Evaluation (M=2, 368; Sometimes) and (4) Organization (M= 2,936; Sometimes). Teachers participated the overall mean of "Organizational Commitment Scale" at "not sure" level. According to teachers’ perceptions, the dimensions with the highest means related to organizational commitment are in order; (1) Affective commitment (M=3,07; Neutral), (2) Continuance Commitment (M= 2,79; Neutral) and (3) Normative Commitment (M= 2,63; Neutral). In the study, a moderate level of negatively significant relationship was found between favouritism behaviours of school administrators and organizational commitment of teachers. (r = -.359, p < .01). The more favouritism behaviours of school administrators are, the less organizatioal commitment of teachers are.
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Berkovich, Izhak, and Ori Eyal. "Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment." Journal of Educational Administration 55, no. 5 (2017): 450–68. http://dx.doi.org/10.1108/jea-07-2016-0072.
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Purpose Empirical evidence links transformational school leadership to teachers’ autonomous motivation and affective organizational commitment. Little empirical research, however, has focused on the emotional mechanisms behind these relations. Following the argument in the literature that transformational leadership can transform followers’ emotions, the purpose of this paper is to examine whether teacher’s experience of emotional reframing by principal mediates the relationships between transformational school leadership and these work-related outcomes (i.e. teachers’ motivation and commitment). Design/methodology/approach Questionnaires were used to collect information from 639 primary school teachers nested in 69 randomly sampled schools. The data were analyzed using multilevel path analysis software. Findings The results indicated that the effect of transformational school leadership behaviors on teachers’ autonomous motivation was fully mediated by emotional reframing, and that the effect of transformational school leadership on affective organizational commitment was partially mediated by it. The authors further found an indirect relationship of transformational school leadership with affective organizational commitment through emotional reframing and autonomous motivation. Originality/value The present study makes a unique contribution to the literature by confirming that teachers’ sense of emotional reframing is a key affective mechanism by which school leaders influence teachers’ motivation and commitment.
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Prawat, Richard S. "Learning community, commitment and school reform." Journal of Curriculum Studies 28, no. 1 (1996): 91–110. http://dx.doi.org/10.1080/0022027980280105.
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Paulsen, Jan Merok. "Conceptualizing Professional Commitment-Based School Strategy." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (2018): 72–85. http://dx.doi.org/10.7577/njcie.2750.
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Core values inherent in the Finnish comprehensive education system can in many respects be interpreted to cluster and cohere around a Bildung discourse, which is paradoxically seen against the backdrop of the system’s stable high rank in PISA, the hallmark of an outcome discourse. Yet the point is that within the frames of a Bildung discourse, the themes in focus for curricula go beyond basic skills with a similarly strong focus on societal values and culture. At the process level, Finland is more deeply and strongly infused with a policy culture that is more compatible with the Bildung tradition than the Anglo-Saxon outcome discourse—with its core values of organizing and leading for relations and teaching. As noted by Finnish scholars, such cultural traits of the Finnish system are viable and can be interpreted as associated with institutional path dependency, anchored in longstanding agrarian and social-democratic values. The current paper interprets these cultural traits also as manifest at the local level around a school strategy model close to the one characterized as a professional commitment strategy in the early 1990s by the American scholars Susan Rosenholtz and Brian Rowan. The purpose of the paper, however, is to advance this theoretical understanding a step further towards a conceptual model of commitment-based school strategy. This paper is, thus, a pure conceptual piece. To elaborate the early insights from the 1990s further, a case drawn from Helsinki primary school is used as an empirical illustration.
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Willmott, Robert. "School Effectiveness Research: an Ideological Commitment?" Journal of Philosophy of Education 33, no. 2 (1999): 253–68. http://dx.doi.org/10.1111/1467-9752.00134.
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UÇAR, Rezzan. "The Effect of School Principals’ Distributed Leadership Behaviours on Teachers’ Organizational Commitment." International Education Studies 14, no. 5 (2021): 19. http://dx.doi.org/10.5539/ies.v14n5p19.
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The purpose of the study is to explore the effect of school principals&rsquo; distributed leadership behaviours on teachers&rsquo; organizational commitment in the views of teachers employed in high schools. The study is a descriptive research designed as a correlational survey model and the research population consists of teachers in high schools in the provincial centre of Diyarbakır, a large city in south-eastern Turkey. The study is conducted with 275 teachers, selected by simple random selecting method. In the research, conducted in the views of high school teachers, descriptive statistics are employed to determine the distributed leadership behaviours of the participant principals and the teachers&rsquo; organizational commitment levels and a regression analysis is used to predict the participant teachers&rsquo; organizational commitment arising from the distributed leadership behaviours of the school principals. As a result of the study, the distributed leadership behaviours of the school principals are found at a high level in the following factors: open leadership, school culture, employee involvement and dynamics, whereas the teachers&rsquo; organizational commitment levels are found low in the compliance factor but as for identification and internalisation factors, they are found high. Moreover, it is determined that teachers&rsquo; organizational commitment can be statistically predicted from school principals&rsquo; distributed leadership behaviours.
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Dr. Nazir Haider Shah, Dr. Muhammad Ishaq, and Dr. Allah Nawaz. "Demographic Variables Effect the Organizational Commitment of Teachers: Myth or Reality." sjesr 3, no. 3 (2020): 293–300. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(293-300).
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The existing study was expected to identify the relationship between organizational commitment and demographic variation of private secondary school teachers. The study’s objectives were; (i) to identify the relationship between qualification and organizational commitment of secondary school teachers, (ii)to find out the relationship between marital status and organizational commitment of secondary school teachers, and (iii) to identify the relationship between teaching experience and organizational commitment of secondary school teachers. The nature of the study was descriptive and quantitative and for the collection of data, the survey method was used. In Rawalpindi and Islamabad, there was 13764 private secondary school, work. Through simple random sampling techniques, 860 teachers were randomly selected. Organizational Commitment Scale (OCS) developed by Allen and Meyer (1997) was used as a research instrument in this study. The researcher individually visited the sampled schools and collected the data. To test hypotheses, analysis of variance (ANOVA) was used. It was found that there is no correlation among academic, professional qualification, and marital status with the organizational commitment of teachers. It is further concluded that there is a relationship between the experience of teachers and the organizational commitment of teachers. The teachers have the experience of 1-5, 6-10, 11-15, and 16-20 years are more committed toward their jobs.
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Khan, Adeel Ahmed, Soaib Bin Asimiran, Suhaida Abdul Kadir, et al. "Instructional Leadership and Students Academic Performance: Mediating Effects of Teacher’s Organizational Commitment." International Journal of Learning, Teaching and Educational Research 19, no. 10 (2020): 233–47. http://dx.doi.org/10.26803/ijlter.19.10.13.
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This study investigates the mediating effects of teacher organizational commitment on the relationship between principal's instructional leadership and students' academic performance. Principals' effective leadership performance is assumed to be responsible for students' academic performance. However, many findings from the literature indicate no significant direct effect between instructional leadership and students' academic performance. Therefore, the current study hypothesized that principals' instructional leadership indirectly enhances students' academic performances through teacher organizational commitment. Data obtained from 440 primary school teachers from the state of Azad Jammu & Kashmir of Pakistan and pre-existing school academic performance data obtained from each school participated. The data were analyzed using structural equation modeling, employing AMOS. The study's findings indicate that there is an indirect positive effect of principals' instructional leadership and students' academic performance through teacher's organizational commitment. Hence, schools with higher instructional leadership levels had better teachers, commitment to school, teaching work, teaching occupation, workgroup, and higher student's academic performances. Therefore, increasing the instructional leadership practices in schools through teacher organizational commitment contributes to Pakistan's overall student academic performances. Therefore, it is recommended to use instructional leadership components in the curriculum that effectively train new principals.
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Wullur, Mozes M., and Basilius Redan Werang. "Emotional exhaustion and organizational commitment: Primary school teachers’ perspective." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 912. http://dx.doi.org/10.11591/ijere.v9i4.20727.
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<p>Teaching is a noble profession to educate the youth of nations facing today’s global challenges. Teaching, at the same time, has become a highly challenging profession and occasionally a draining work, especially for those who are working in the remote areas. A high-level of teacher absenteeism in the primary schools of Southern Papua has blown some societal alarm for conducting studies focusing on emotional exhaustion as a latent predictor for low-performance. This study attempted to describe the eventual correlation between the emotional exhaustion and organizational commitment of teachers working in the primary schools of Merauke, Indonesia. A survey approach was employed to collect data from a total of 243 primary school teachers in Merauke, Papua, Indonesia. Data were examined statistically by employing Pearson’s correlation model. Results of analysis showed that the emotional exhaustion and commitment of primary school teachers in Merauke, Indonesia, are significantly negatively correlated. This result may be useful for the teachers to benefit from the information of how they may interact with all the school elements and the extent to which these emotions directly affect their organizational commitment. The result may also be advisable for the school leaders to take some tactical efforts of securing teachers’ emotion to promote a high-level of teachers’ organizational commitment and, in turn, improving students’ capabilities in reading, writing, and arithmetics.</p>
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Ari, Abdil, and Hakan Salim Çağlayan. "Relationship between Organizational Justice Perceptions and Organizational Commitment Levels of School of Physical Education and Sports Academicians." Journal of Education and Training Studies 5, no. 4 (2017): 240. http://dx.doi.org/10.11114/jets.v5i4.2201.
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This study was conducted to determine organizational justice perceptions and organizational commitment levels of the school of physical education and sports academicians and to establish whether there is a relation between their organizational justice perceptions and organizational commitment levels or not.In the study, a method for the descriptive survey and relational survey aiming at the revelation of the current state was used. The sample group of the study was constituted by aggregately 524 academicians [Professors(n=5),Associate Professors(n=62), Assistant Associate Professors (n=172), Lecturers(n=104), Instructors(n=82), Research Assistants(n=99)]. As a data collection tool, the “Organizational Justice Scale” developed by Niehoff and Moorman (1993) and adapted in Turkish by Yıldırım (2002), the “Organizational Commitment Scale” developed by Meyer et al (1993), and “Personal Information Form” developed by the researcher were utilized in the study.In the analysis of the data, Spearman Brown Rank Correlation (r) coefficient technique was used to reveal the difference between the organizational justice perceptions and the organizational commitment levels of the academicians. In the study, α=0.05 was chosen as a level of significance.In consequence of the study, the highest perceptions of the school of physical education and sports academicians regarding justice was determined to be in the allocative justice dimension, which was followed by the interactional justice and transactional justice dimensions, and that the allocative, interactional, and transactional justice perceptions of the academicians regarding their institutions was at “moderate” levels in general, that is to say, they were not content with the decisions taken at the latter justice dimensions.It was determined that the highest perception of the school of physical education and sports academicians regarding commitment were in the emotional commitment dimension, that it was followed by the attendance commitment and normative commitment dimensions, and that, in general, the emotional commitments of the academicians regarding their institutions was high and their attendance and normative commitments were at “moderate” level.It was determined that moderate and low level positive relationships between the organizational justice dimensions and organizational commitment dimensions of the school of physical education and sports academicians are present.
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Werang, Basilius Redan, Seli Marlina Radja Leba, Anak Agung Gede Agung, Mozes Markus Wullur, Berlinda Setyo Yunarti, and Sandra Ingried Asaloei. "Indonesian teachers’ emotional exhaustion and commitment to teaching: A correlational study." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 522–31. http://dx.doi.org/10.18844/cjes.v16i2.5631.
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This study intends to explain whether or not emotional exhaustion and organisational commitment of Catholic primary school teachers in Merauke regency correlate prospectively. This study was guided by one research question: ‘Does the Catholic primary school teachers’ emotional exhaustion and organisational commitment correlate significantly negatively?’ To answer the research question, two survey questionnaires were disseminated to 157 teachers. Employing the SPSS programme version 21, the study shown a significant negative correlation among the surveyed research variables. The findings may be authoritative for the Catholic primary school leaders and the Chief of the Catholic Foundation for Education in Merauke regency, Indonesia, to take major efforts to eliminate emotional exhaustion of teachers in order to foster the organisational commitment of teachers at the Catholic primary schools to teaching the youth.
 Keywords: emotional exhaustion, primary school, organisational commitment, teacher
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Saremi, Hamid, and Morteza Rajab Pur Farkhani. "Study on the Relationship between Spiritual Intelligence and Organizational Commitment for Male Teachers at Elementary Schools in Academic Year of 2013-2014, in Quchan City, Iran." International Journal of Life Sciences 9, no. 6 (2015): 24–32. http://dx.doi.org/10.3126/ijls.v9i6.12683.
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This study aims at investigating the relationship between spiritual intelligence and organizational commitment in male teachers of elementary schools in Quchan in the 2013-2014 school years. This is an applied research. Since the researcher sought to study the relationship between the two components, this is correlation research. Considering the variables studied, statistical population was all male teachers in grades three and four at elementary school in Quchan in the 2013-2014 school years. Total number of teachers obtained from Quchan Department of Education was 98 and due to the small size of study population, sampling wasn't performed and the sample was considered equal to the population. Data collection tools were Meyer and Allen's organizational commitment questionnaire and Abdullah Zadeh's spiritual intelligence questionnaire. Having completed the questionnaires, the researcher used mean central statistical indicators and standard deviation dispersion measures and variance for data analysis in descriptive statistics level and in inferential statistics level, they used multivariate linear regression statistic method.The results showed that there was not a significant correlation between total spiritual intelligence and total organizational commitment. There was not also a significant correlation between spiritual intelligence and its components with continuance and normative commitments. However, there was a significant correlation between spiritual intelligence and its components with affective commitment.The findings indicated that spiritual intelligence has been effective in maintaining and improving organizational commitment and it should be tried to improve spirituality and spiritual intelligence in employees and teachers.
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Whipp, Joan L., and Lara Geronime. "Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools." Urban Education 52, no. 7 (2015): 799–828. http://dx.doi.org/10.1177/0042085915574531.
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Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling, volunteer service, and student teaching in a high-poverty urban school predicted urban commitment, employment, and retention for at least 3 years in an urban school. The regressions revealed that all three factors predicted strong urban commitment and that urban commitment strongly predicted first job location and retention.
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Bonell, Christopher, Nichola Shackleton, Adam Fletcher, et al. "Student- and school-level belonging and commitment and student smoking, drinking and misbehaviour." Health Education Journal 76, no. 2 (2016): 206–20. http://dx.doi.org/10.1177/0017896916657843.
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Objectives: It has been suggested that students are healthier in schools where more students are committed to school. Previous research has examined this only using a proxy measure of value-added education (a measure of whether school-level attendance and attainment are higher than predicted by students’ social profile), finding associations with smoking tobacco, use of alcohol and illicit drugs, and violence. These findings do not provide direct insights into the associations between school-level aggregate student commitment and health behaviours, and may simply reflect the proxy measure being residually confounded by unmeasured student characteristics. We examined the previously used proxy measure of value-added education, as well as direct measures at the level of the school and the student of lack of student commitment to school to see whether these were associated with students’ self-reported smoking tobacco, alcohol use and school misbehaviour. Design: Cross-sectional survey. Setting: A total of 40 schools in south-east England. Methods: Multi-level analyses. Results: There were associations between school- and student-level measures of lack of commitment to school and tobacco smoking, alcohol use and school misbehaviour outcomes, but the proxy measure of school-level commitment, value-added education, was not associated with these outcomes. A sensitivity analysis focused only on violent aspects of school misbehaviour found a pattern of associations identical to that found for the measure of misbehaviour. Conclusion: Our study provides the first direct evidence in support of the Theory of Human Functioning and School Organisation.
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Dağlı, Abidin, and Gülsen Gençdal. "The Relationship between Physical Conditions of School Buildings and Organizational Commitment According to Teachers’ Perceptions." World Journal of Education 9, no. 2 (2019): 166. http://dx.doi.org/10.5430/wje.v9n2p166.
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The aim of this study is to determine the relationship between the physical conditions of school buildings andorganizational commitment according to the perceptions of teachers in public primary schools. The researchpopulation consists of 2450 teachers from 92 primary schools in the central district of Diyarbakır/Turkey in theacademic year of 2017-2018. The data collection instrument was applied to randomly selected 534 teachers from 27schools. “School Buildings Scale" developed by Çağlayan and Yılmaz (2011) and “Organizational CommitmentScale" developed by Meyer, Allen and Smith (1993), and adapted into Turkish by Dağlı, Elçiçek and Han (2017)were used in this study.Some important findings of the study are listed below: According to teachers' perceptions, the highest item that isassociated with the school buildings was found in the dimension of “General view (M=3,58; Quite adequate), theitem with the lowest level was found in the dimension of “Fields reserved for students” (M=2,44; insufficient). Themean of the whole scale was found as (M=2.99) “Partially adequate”. It was determined that the highest mean ofteachers' perceptions about organizational commitment (M=3.50; Agree) was in “affective commitment” dimensionand the lowest mean (M=2,94; Undecided) in the dimension of “normative commitment”. Teachers participated inthe total mean of the organizational commitment scale at the level of (M=3.19; Undecided). Generally, it was foundthat there was a moderate and positive relationship between the school building scale and organizational commitmentscale (r=,561, p <0.01). This shows that, as the physical conditions of the school buildings are improved, theorganizational commitment of the teachers is increased.
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Kvitkovičová, Lucia, and Jana Máchová. "School Identity of Secondary Technical Schools Students and University Students." Lifelong Learning 7, no. 1 (2017): 32–53. http://dx.doi.org/10.11118/lifele2017070132.
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The study describes the development of school identity among young people, it focuses on its two main processes, namely the exploration of the study and commitment to study. The research goal of the study was to determine the role of the type of the school and subjective perception of the study in these processes. 194 university students and 116 students of secondary technical schools with craft specialisation between 18 and 21 years of age filled in the questionnaire of school identity and answered questions about the attitude to their study. Analysis of covariance showed that university students, compared to the students of secondary technical schools with craft specialisation, are characterised by a greater degree of exploration of the study. Subjectively perceived career relevance of the study and preference of the study significantly influenced the degree of commitment to study. The highest degree of commitment to study was reached by those students, who perceived their study as a direct part of preparation for their future career, and students, who studied the field they have always wanted to study. The results are discussed considering the theoretical basis of the study and its possible practical impact.
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Leonard, Jack. "Funding Early College High School: Hold Harmless or Shared Commitment." education policy analysis archives 21 (May 6, 2013): 46. http://dx.doi.org/10.14507/epaa.v21n46.2013.
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Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and community college shared the entire cost. Data from document analysis and interviews with administrators, parents and students clarified the funding plan and participant reactions. Joint ownership increased parental engagement, student academic commitment and administrator attention. The results suggest that learning to cope with the cost of college, which this program necessitated, is an important aspect of college readiness for both students and parents. The model of shared responsibility is contrasted with the “hold harmless” model of government/foundation support that relieves schools and families of the cost of early college programming. The findings and policy recommendations are applicable to LEA and SEA leaders, philanthropies and scholars in educational financial policy.
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Purba, Sukarman, and Erika Revida. "Model of Organizational Commitment of the Head of Vocational High School in Medan North Sumatera." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, no. 1 (2020): 570–75. http://dx.doi.org/10.33258/birci.v3i1.811.
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The purpose of this study is to determine the Fixed Model or Theoretical Model of Organizational Commitment that can describe the structure of the causal relationship between exogenous variables with endogenous variables Organizational Commitment of Head of Vocational School in Medan City. This research was conducted in 2019 with a total sample of 106 using Kreijcie tables. Data were analyzed by path analysis after meeting the analysis requirements tet, namely the Normality and Linerity test. The research findings indicate Organizational Commitment of Had of Vocational High School are directly affected by organizational culture, academic supervision knowledge, and job satisfaction. Thus, a theoretical model or fixed model was found that illustrates the structure of the causal relationship between organizational culture variables, academic supervision knowledge, job satisfaction, and organizational commitment of head of vocational high schools in Medan City. To increase the head’s organizational commitment, organizational culture, knowledge of academic supervision, and job satisfaction must be included in the strategic planning of human resource development at the Vocational High School in Medan City, but still consider other variables that influence further organizational commitment research.
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Bonell, Chris, Emma Beaumont, Matthew Dodd, et al. "Effects of school environments on student risk-behaviours: evidence from a longitudinal study of secondary schools in England." Journal of Epidemiology and Community Health 73, no. 6 (2019): 502–8. http://dx.doi.org/10.1136/jech-2018-211866.
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BackgroundThe theory of human functioning and school organisation proposes that schools with rigid ‘boundaries’ (weaker relationships), for example, between staff and students, or learning and broader development, engender weaker student school commitment and sense of belonging, particularly among disadvantaged students, leading to greater involvement in risk-behaviours. Existing studies provide some support but rely on a proxy exposure of ‘value-added education’ and have not explored effects by disadvantage.MethodsWe used longitudinal data from English secondary schools from the control arm of a trial, assessing school-level measures of rigid boundaries, and student commitment and belonging at age 11/12, and student risk-behaviours at age 14/15.ResultsOur direct measures were more strongly associated with risk-behaviours than was value-added education. School-level rigid boundaries were associated with increased alcohol use and bullying. Student belonging was more consistently associated with reduced risk-behaviours than was student commitment. Some school effects were greater for students from disadvantaged subgroups defined in terms of poverty, ethnicity and family structure.ConclusionOur results provide direct support for the theory of human functioning and school organisation and suggest a sense of belonging in school might be particularly protective factor among secondary school students. School effects on risk are generally stronger among disadvantaged students as theorised.Trial registration numberISRCTN10751359
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Akmaluddin, Akmaluddin, Basri Basri, and Mardhatillah Mardhatillah. "INFLUENCE OF LEADERSHIP AND WORK MOTIVATION ON THE COMMITMENT OF BANDA ACEH STATE SENIOR HIGH SCHOOL TEACHERS." Jurnal Ilmiah Teunuleh 2, no. 1 (2021): 59–69. http://dx.doi.org/10.51612/teunuleh.v2i1.47.
Full textAbstract:
This study aims to determine: (1) the influence of leadership on motivation, (2) the influence of leadership on teacher commitment, (3) the effect of motivation on teacher commitment. Influence The study population was all public high school teachers in Banda Aceh City with a total sample of 252 people taken by proportional random sampling, and the data were analyzed using path analysis after calculating the correlation of all research variables in the form of a matrix. The research findings show that the commitment of public high school teachers in Banda Aceh City is directly influenced by the principal's leadership and teacher work motivation. Based on hypothesis testing, it can be concluded: (1) there is a direct influence of leadership on teacher commitment, (2) there is a direct influence of principal's leadership on teacher commitment, (3) there is a direct influence of work motivation on teacher commitment. Suggestions that can be concluded in this study are: (1) the provincial government of Aceh is authorized to produce policies in accordance with the findings in this study (2) for the head of the Aceh education office to improve the quality of policy professionalism directed at the quality of school principals and teacher commitment (3) for school principals to be able to take into account in forming teacher organizational commitment to their schools (4) for teachers to be able to make reference in carrying out their duties as teachers.