Teacher Commitment Research Papers

Quintessential Guru Purnima reflections on the essence of being a teacher via the geometry of the rose and its relationship to the moon. Inscribed on 1 foot X 1 ½ feet poster on July 12, 1995, On Teachers Day, students at Rizvi College... more

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- by H. Masud Taj
- •
- 20
  Buddhism, Hinduism, Architecture, Teacher Education

This paper deals with quality assurance ensuring quality and not quality control. Quality control is externally driven; quality assurance is internal and process-driven. Quality assurance in teacher education needs special attention... more

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- by Renuka Sonawane
- •
- 5
  Women's Studies, Teacher Education, Teacher Commitment, Dalit Feminism

Orgutsel iklim ve ogretmen bagliligi, bir okulun etkinligini ortaya koyan kritik faktorlerden birkacidir. Ancak, okulun orgutsel iklimi ile ogretmen bagliligi arasindaki iliskiyi inceleyen calismalarda yeterli degildir. Orgut iklimi ve... more

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- by Chung Jee Fenn
- •
- 4
  Teacher Commitment, Sarawak, Organisational Climate, Secondary School

Friday, January 3, 2020. The dramatic contrast between our surgical bombings around the globe and those blind mass shootings at home calls for the mobilization of parents and teachers alike: we are citizens, after all. We must set aside... more

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- by Jean Santilli
- •
- 20
  Creative Writing, History, Education, Humanities

Teachers occupy a place of pivotal place of importance in the education system as they have the arduous responsibility of preparing the youth to shoulder the responsibility of the nation. A competent and committed teacher is one of the... more

Es gäbe genug Geld, genug Arbeit, genug zu essen, wenn wir die Reichtümer der Welt richtig verteilen würden, statt uns zu Sklaven starrer Wirtschaftsdoktrinen oder -traditionen zu machen. Vor allem aber dürfen wir nicht zulassen, dass... more

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- by Michel Weber
- •
- 9
  Psychology, Psychoanalysis, War Studies, Sigmund Freud

In this era of rapid globalisation and modernization, people have become the victims of materialistic desires and attitudes leading to a loss of basic values. The same shift is being observed in the teaching community also. Recently there... more

Empirical research advocates that the instructional leadership behaviors of school principals affect teachers’ collaboration, professional motivation and commitment. This study, conducted in Istanbul province of Turkey, focused on the... more

This thesis contributes to the field of language teacher cognition (LTC) research by investigating LTC and development in South Korea (Korea, hereafter), where English is taught by non-native English speaking teachers (NNEST) as a... more

This thesis contributes to the field of language teacher cognition (LTC) research by investigating LTC and development in South Korea (Korea, hereafter), where English is taught by non-native English speaking teachers (NNEST) as a mandatory foreign language in the national curriculum. English education in Korea is often described as a fever: Curricular reforms in the 1990s raised the stakes for learning English and challenged the status quo of teacher-centered instruction, but reforms were met with resistance from teachers, and Korea’s shadow English education industry has become a multi-billion dollar sector and a socioeconomic malady. Understanding LTC is important for understanding what language teachers do; however, LTC has received little attention from researchers in Korea and this thesis addresses the need for in-depth qualitative research with prolonged engagement and persistent observations.
The aim of this exploratory thesis is to problematize key issues related to LTC and English language teacher development in Korea. The scope covers initial commitments to English language teaching (ELT), stated cognitions, observed practices, and the influences of experience on the cognitions and practices of Korean public school English teachers. The theoretical framework is defined as grounded narrative inquiry, an approach that combines narrative research and grounded theory methods. Critical incident (CI) theory and case study methods also influenced the design.

The thesis comprises two studies. Study 1 was a background study using narrative frames to prompt four stories from 27 Korean English teacher participants regarding their (1) reasons for teaching English, (2) prior language learning experience, (3) pre-service education, and (4) first year teaching English. Narrative content was coded and categorized to uncover patterns and themes in participant stories. Findings from Study 1 influenced the design of Study 2, which consisted of four in-depth case studies, two with experienced primary school teachers and two with novice primary school teachers. Data collection occurred over 18 months and included reflective writing, CI logs, semi-structured interviews, and observations.

This thesis contributes to the field in the following ways:

1. Using workplace commitment theory to discuss the issue of ELT turnover in Korean primary schools;

2. defining a professional knowledge base (PKB) that provided a context-sensitive, locally-appropriate framework for discussing ELT expertise;

3. discussing the stated influences of experience on LTC, including the anti-apprenticeship of observation;

4. mixed-methods analysis showing that experienced teachers were more aligned with curricular aims than were novice teachers, for example, regarding the communicativeness of lessons, teaching English through English, collaborative learning, and meaning-focused instruction; and

5. a CI model for interpreting LTC change with in-service teachers, grounded in the practice of teaching.

The findings question the status quo of second language teacher education (SLTE) in Korea by drawing attention to participant knowledge gaps regarding ELT methodology and second language acquisition (SLA). This research implies that a more situated view of learning to teach is necessary in Korea in order to increase the efficacy of SLTE. Recommendations for future studies include further research on ELT turnover in Korea, applying the PKB to materials development and to discussing locally effective practices, and looking for practical applications of the CI model for developing SLTE programs.

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- by Ian Moodie
- •
- 7
  South Korea, Grounded Theory, Narrative Inquiry, English language teaching

International Conference on Education and Technology (EDUTEC 2022) will act as a major forum for the presentation of innovative ideas, approaches, developments, and research projects in the areas of Education. It also aims to provide a... more

Es gäbe genug Geld, genug Arbeit, genug zu essen, wenn wir die Reichtümer der Welt richtig verteilen würden, statt uns zu Sklaven starrer Wirtschaftsdoktrinen oder -traditionen zu machen. Vor allem aber dürfen wir nicht zulassen, dass... more

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- by Michel Weber
- •
- 13
  Psychoanalysis, Philosophy, War Studies, Sigmund Freud

The aim of this study is to examine the relationship between principals’ ethical leadership behaviors and teachers’ organizational commitment levels according to teachers’ age and gender. The scales were administered to a sample of 403... more

Purpose-The purpose of this paper is to explore the path of motivation leading to organizational commitment resulting in reduced turnover intentions (TIs). It examine the relationship between dimensions of motivation (amotivation,... more

Having an appreciation for the subject, their students and what the subject can offer their students has both cognitive and emotional dimensions for teachers. This paper uses empirical data to explore the efficacy of a Deweyan inspired... more

Organisational climate and teacher commitment are a few critical factors that explained the effectiveness of a school. However, there is lack of study concerning the relationship between school’s organisational climate and teacher... more

Organisational climate and teacher commitment are a few critical factors that explained the effectiveness of a school. However, there is lack of study concerning the relationship between school’s organisational climate and teacher commitment. Therefore, there is a need to carry out study that can contribute to an expansion of theory that explains the relationship between organisational climate and commitment. Hence, this study focuses on the relationship between school’s organisational climate and teacher commitment. This study utilising cross sectional descriptive study design, with purposive sampling that involved 375 teachers from 167 secondary schools in Sarawak, Malaysia. Two survey instruments were used in this study, namely, the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ). The four dimensions in the school’s organisational climate (i.e. collegial leadership, teacher professionalism, academic press and institutional vulnerability) were the independent variables. While the teacher commitment served as the dependent variable. The results of this study indicated that school’s organisational climate is significantly related to teacher commitment. Dimensions such as collegial leadership, teacher professionalism and academic press have positive significant relationship with teacher commitment. On the contrary, institutional vulnerability was found to have no relationship with teacher commitment. In addition, this study also showed that the most dominant predictor of teacher commitment is the teacher professionalism. In conclusion, the results of this study revealed that there is a strong academic expectancy variable in teacher commitment. The results contributed in giving a rise to some practical implications for principals, teachers, parents and academics.
Keywords: Teacher commitment, organisational climate, secondary school, Sarawak

Örgütsel İklim ve Öğretmen Bağlılığı

Örgütsel iklim ve öğretmen bağlılığı, bir okulun etkinliğini ortaya koyan kritik faktörlerden birkaçıdır. Ancak, okulun örgütsel iklimi ile öğretmen bağlılığı arasındaki ilişkiyi inceleyen çalışmalarda yeterli değildir. Örgüt iklimi ve bağlılık arasındaki ilişkiyi açıklayan teorinin genişlemesine katkıda bulunabilecek bir çalışma yapılması gerekmektedir. Bu nedenle, bu çalışmada okulun örgütsel iklimi ile öğretmen bağlılığı arasındaki ilişkiye odaklanılmıştır. Bu çalışma, Sarawak, Malezya'daki 167 ortaokuldan 375 öğretmeni kapsayan amaçlı örnekleme ile kesitsel tanımlayıcı çalışma tasarımı kullanılarak yapılmıştır. Bu çalışmada Örgütsel İklim Endeksi (OCI) ve Örgütsel Bağlılık Anketi (OCQ) olmak üzere iki anket aracı kullanılmıştır. Okulun örgütsel iklimindeki dört boyut (yani meslektaş liderliği, öğretmen profesyonelliği, akademik baskı ve kurumsal kırılganlık) bağımsız değişkenlerdir. Öğretmen bağlılığı bağımlı değişkendir. Bu çalışmanın sonuçları okulun örgütsel ikliminin öğretmen bağlılığı ile önemli ölçüde ilişkili olduğunu göstermiştir. Meslektaş liderliği, öğretmen profesyonelliği ve akademik baskı gibi boyutların öğretmen bağlılığı ile pozitif anlamlı bir ilişkisi vardır. Aksine, kurumsal kırılganlığın öğretmen bağlılığı ile hiçbir ilişkisi olmadığı bulunmuştur. Ayrıca, bu çalışma öğretmen bağlılığının en baskın göstergesinin öğretmen profesyonelliği olduğunu ortaya çıkarmıştır. Sonuç olarak, bu çalışmanın sonuçları öğretmen bağlılığında güçlü bir akademik beklenti değişkeni olduğunu ortaya koymuştur. Sonuçlar, müdürler, öğretmenler, ebeveynler ve akademisyenler için bazı pratik çıkarımlar yapılmasına katkıda bulunacaktır.
Anahtar Kelimeler: Öğretmen bağlılığı, örgüt iklimi, ortaokul, saravak

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- by İzmir Journal of Social Sciences and +1
  Chung Jee Fenn
- •
- 4
  Teacher Commitment, Sarawak, Organisational Climate, Secondary School

Teachers who lack professional maturity will never be able to be responsible teacher leaders; hence, school leaders who strive for school improvement constantly try to introduce various alternative practices, and teacher leadership may be... more

In order to understand teacher cognition—the thoughts, beliefs, and knowledge of language teachers— it is helpful to understand why people commit to language teaching in the first place. However, few studies of language teachers have... more

Students living in the twenty-first century are no longer the people our educational system was designed to teach. Most of them have spent their entire lives using digital technologies, owning all the latest sorts of mobile devices, and... more

"This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with... more

Teacher motivation in schools is one of the critical requisites for educational success and a healthy organizational climate. Organizational cynicism and hypocrisy can adversely affect teacher motivation and school outcomes. The goal of... more

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- by Ahmet Göçen and +1
  Ahmet Kaya
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- 4
  Teacher Commitment, School, Cynicism, Hypocrisy

This study aims to determine the relationship between psychological capital and job satisfaction, organizational commitment, motivation, and the intent to leave. The sample of this study consists of 323 teachers in 25 schools that were... more

the meaning of instruction and of what it includes is of utmost significance within the definition of a framework of education and its implementation. In this research prepare of 'formal concept' alludes to the strategy and the framework... more

When the identity of a teacher is questioned within the organization, a teacher could hardly feel the sense of obligation which causes him/her to be detached from the organization and the feeling of discontinuance becomes higher. This... more

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- by marlo alvarez
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- 5
  Teacher Education, Philippines, Teacher Commitment, Teacher Empowerment

This study seeks to investigate the moderating role of gender on the relationships among teachers' tenure, perceived managerial justice (PMJ), perceived managerial support (PMS), their trust in manager, commitment to manager, and... more

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- by Mehmet Karakus and +1
  Mustafa Toprak
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- 18
  Organizational Behavior, Gender Studies, Perception, Teacher Education

This study aims to determine the relationship between psychological capital and job satisfaction, organizational commitment, motivation, and the intent to leave. The sample of this study consists of 323 teachers in 25 schools that were... more

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- by Al Ersozlu
- •
- 6
  Job Satisfaction, Motivation, Teacher Commitment, Psychological Capital

The overall aim of this dissertation was to contribute to the conceptualization of teachers’ professional identity. Based on the literature and previous research, teachers’ job satisfaction, self-efficacy, occupational commitment, and... more

"Driving leadership style" of the school leadership proclaims to be important in bringing about changes in behavioural aspect of the followers. The hallmark of driving leadership style illustrated the characteristic of teaming, toning,... more

The purpose of this study is to address the need for understanding motivations for teaching and English language teaching in primary schools and how such motivations are influenced by national and local-level education policy. Using... more

Understanding a process is the key to maximizing the outcomes of such a process; teachers’ professional development (PD) can be facilitated through fully apprehending the process by which they grow professionally and the factors that... more

Despite its attention in the field of education, occupational commitment has received little attention in language teaching research. To address this gap, the study generates an occupational commitment profile of expatriate English... more

The purpose of this study is to determine the effects of managerial style, teacher burnout and demographics on teacher commitment. In accordance with this aim, a quantitative casual research design was implemented. Data of the research... more

This study investigated student teachers’ demographic variables and their internet addiction as possible predictors of their loneliness, given that the youth are increasingly becoming lonely resulting in mental health problems. The sample... more

Global education system has tremendous impact on changes in all aspects of development. Nothing is stagnant in this global world and every country is running behind sustainability and progression. In this phenomena, education system is... more

This study examined the commitment of teachers to Literacy Design Collaborative (LDC), a Common Core reform effort in the State of Arkansas. The Common Core State Standards (CCSS) were adopted by the State of Arkansas in 2012 and were to... more

This study examined the commitment of teachers to Literacy Design Collaborative (LDC), a Common Core reform effort in the State of Arkansas. The Common Core State Standards (CCSS) were adopted by the State of Arkansas in 2012 and were to be fully implemented in all public schools by 2015. The CCSS require a major shift in instructional practices among teachers, which causes much uncertainty as teachers’ roles and identities begin to change. Reforms like this create difficulty for school leaders who must develop teacher support and dedication to ‘top-down’ reform initiatives in their classrooms. Literature suggested that proper support from building and district leaders is needed to reduce the uncertainty caused by such changes. Therefore, the purpose of this study was to examine whether perceived organizational support (POS), perceived environmental uncertainty (PEU), perceived principal support (PPS), and principal and teacher agreement on PPS, significantly influenced teachers’ affective commitment (AC), continuance commitment (CC), normative commitment (NC), and overall commitment (OC) to LDC. Furthermore, special attention was given to the mediating effects of principal and teacher agreement on PPS by exploring the relational change it caused between independent and dependent variables. The study adopted and modified previously developed and validated scales for the measurement of respective study variables. Surveys developed from these scales were distributed to all schools in the State that were using LDC as their CCSS reform initiative. Survey results from teachers and principals in 137 schools that voluntarily completed LDC training (n= 137 principals and 685 teachers) were included this study. A descriptive-correlational design was used to determine the relationship between the independent and dependent variables. The findings showed demographic covariates related to the tenure and educational levels of participants influenced OC; POS, PEU, PPS, and principal/teacher agreement on PPS explained a statistically significant 12% of the variance in AC; principal and teacher agreement on PPS mediated the significant relationships of the independent and dependent variables and had a very large effect size (η²=.74) on PPS. Furthermore, findings on principal and teacher agreement supported previous research on Self-other Agreement. It was concluded that garnering commitment to LDC was difficult among longer tenured teachers but more likely among teachers with advanced degrees. Also, principals should make themselves aware of teachers’ feelings about support and uncertainty to garner higher commitment from teachers.

The aim of this study is to examine the relationship between principals’ ethical leadership behaviors and teachers’ organizational commitment levels according to teachers’ age and gender. The scales were administered to a sample of 403... more

Olhares Pedagógicos sobre... envelhecimento profissional
Jornal Maia Hoje Edição n.º 525, 2021
Crónica quinzenal no Jornal Maia Hoje (15 de outubro 2021)

This report describes the results of a pilot study from a wider project seeking to link the commitment mindsets of English teachers and the learning outcomes of their students. Although the relationships among teacher commitment, teacher... more

Hi there, folks. This ingfographics was made by EssayPro team and created for thos students who often struggle on choosing new words. Sometimes, when you wirte an essay you can go deep into your mind, trying to understand how to change... more

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- by Essay Pro
- •
- 6
  Education, Tutoring, Teacher Commitment, Infographics

A tradition of subject specialisation at the secondary level has resulted in the promotion of pedagogy appropriate for specific areas of content. This chapter explores how the culture of the subject, including traditions of practice,... more

A tradition of subject specialisation at the secondary level has resulted in the promotion of pedagogy appropriate for specific areas of content. This chapter explores how the culture of the subject, including traditions of practice, beliefs and basic assumptions, influences teachers as they teach across school mathematics and science. Such negotiation of subject boundaries requires that a teacher understand the language, epistemology and traditions of the subject, and how these things govern what is appropriate for teaching and learning.
This research gains insight into relationships between subject culture and pedagogy by examining both teaching practice in the classroom and interrogating teachers’ constructions of what it means to teach and learn mathematics and science. Teachers’ level of confidence with, and commitment to, both the discipline’s subject matter and the pedagogical practices required to present that subject matter is juxtaposed with their views of themselves as teachers operating within different subject cultures. Six teachers from two secondary schools were interviewed and observed over a period of eighteen months. The research involved observing and videoing the teachers’ mathematics and/or science lessons, then interviewing them about their practice and views about school mathematics and science.
The focus of this chapter is on the role of the aesthetic, specifically “aesthetic understanding,” in the ways science and mathematics teachers experience, situate themselves within, and negotiate boundaries between the subject cultures of mathematics and science. The chapter outlines teachers’ commitments to the discipline, subject and teaching by exploring three elements of aesthetic understanding: the compelling and dramatic nature of understanding (teachers’ motivations and passions); understanding that brings unification or coherence (relationships between disciplinary commitments and knowing how to teach); and perceived transformation of the person (teacher identity and positioning). This research has shown that problems arise for teachers when they lack such aesthetic understanding, and this has implications for teachers who teach subjects for which they have limited background and training.

Organizational Performance is a relevant factor for all types of organizations. In the school environment, it is significant to study and understand the ways to achieve the performance of schools, as it is a Brazilian goal to seek results... more

Kepimpinan Instruksional merupakan salah satu amalan kepimpinan yang diberi penekanan di sekolah-sekolah selain daripada kepimpinan autokratik, demokratik, laissez-faire dan transformasional. Guru besar merupakan pemimpin yang akan... more

Kepimpinan Instruksional merupakan salah satu amalan kepimpinan yang diberi penekanan di sekolah-sekolah selain daripada kepimpinan autokratik, demokratik, laissez-faire dan transformasional. Guru besar merupakan pemimpin yang akan mengurus dan mentadbir sesebuah organisasi sekolah termasuklah pengurusan terhadap guru-guru dan pelajar. Justeru, amat penting untuk guru besar memilih gaya amalan kepimpinan yang sesuai bagi menepati keperluan sesebuah sekolah agar dapat mencorak dan membangunkan modal insan dengan berlandaskan falsafah pendidikan negara. Kertas konsep ini bertujuan untuk membincangkan peranan dan mencadangkan bagaimana kepimpinan instruksional guru besar dalam mewujudkan iklim pembelajaran positif guru besar dan hubungannya terhadap meningkatkan komitmen kerja guru. Perbincangan ini meliputi konsep kepimpinan instruksional guru besar khususnya terhadap iklim pembelajaran dan konsep komitmen kerja guru. Seterusnya, kertas konsep ini juga akan membincangkan tentang masalah yang menjadi kekangan terhadap mengimplementasikan kepimpinan instruksional guru besar di sekolah. Sebagai penambahbaikan, kertas konsep ini mengutarakan beberapa cadangan bagi meningkatkan pemupukan iklim pembelajaran positif dan meningkatkan komitmen kerja guru di sekolah khususnya di sekolah rendah.

Kata Kunci – Kepimpinan Instruksional, iklim pembelajaran, guru besar, komitmen kerja guru, sekolah rendah.

Instructional Leadership is one of the leadership practices emphasized in schools other than autocratic, democratic, laissez-faire and transformational leadership. Principals are leaders who will manage and administer a school organization including management of teachers and students. Therefore, it is important for principals to choose the right style of leadership to meet the needs of a school in order to model and develop human capital in line with the philosophy of national education. This concept paper aims to discuss the role and proposition of how head teachers' instructional leadership in creating a positive teacher learning climate and its relationship to increasing teacher work commitment. This discussion covers the concept of the headmaster's instructional leadership especially on the learning climate and the concept of teacher work commitment. In turn, this concept paper will also discuss the obstacles to implementing the headmaster's instructional leadership in schools. In addition, this concept paper addresses several suggestions for enhancing positive learning climate and enhancing teacher work commitment in schools, especially in primary schools.

Keywords - Instructional Leadership, learning climate, head teachers, teacher work commitments, primary schools.

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- by Maria N. Hajjar
- •
- 6
  Teacher Education, Science Education, Skills Development, Motivation

Teacher Commitment

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