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Journal articles on the topic 'School commitment'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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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 the
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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 strat
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4

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)
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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 a
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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 satis
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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. Whi
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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 amo
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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
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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
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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. Theref
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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
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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
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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.
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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 bet
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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,
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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 w
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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
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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 achi
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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 it
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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
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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 (pare
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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
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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. Sh
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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
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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
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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 c
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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,
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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) an
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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 commitmen
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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 tradit
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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’ distributed leadership behaviours on teachers’ 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 s
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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 quantitati
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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 orga
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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 t
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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), L
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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
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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 siz
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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
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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 bein
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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 a
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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 stud
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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 resul
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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
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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 o
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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.

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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 th
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