A Path Analysis Study of School Culture and Teachers' Organisational Commitment

Karadağ, Engi̇n; Baloğlu, Nuri; Çakir, Abdullah

doi:10.2304/pfie.2011.9.5.573

Cited by 13 publications

(9 citation statements)

References 33 publications

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“…In accordance with the previous evidence that teachers often move to schools with better working conditions, this study found that the teachers from the schools with insufficient resources and supports, and unsatisfactory school climate, were more likely to leave (Allensworth et al., 2009; Karadag et al., 2011). The organizational conditions, such as the teaching hours, teacher collaboration, teacher–student relationships, and school discipline, all influenced teachers’ transfer intentions.…”

Section: Discussionsupporting

confidence: 90%

Factors relating to teachers’ intention to change school: A multilevel perspective

Qin

2019

Policy Futures in Education

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The high turnover rates in public schools, especially in those hard-to-staff schools, remains a growing problem and has become the largest component of teacher supply problems in the US school system. The purpose of the study was to examine the individual and school organizational factors that were associated with teachers’ intentions to change school by using the dataset of the US TALIS 2013 administrated by the Organisation for Economic Co-operation and Development. The results of the multilevel models showed that although the variance in teacher turnover intentions was, to a substantial degree, explained by the individual variables, the school organizational-specific effects have notably contributed to the outcome as well. Additionally, the analysis of the cross-level interaction has detected both direct and indirect effects of disadvantaged schools on teacher transfer intention. The implications for teacher retention policies have been discussed as well.

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Section: Discussionsupporting

confidence: 90%

Factors relating to teachers’ intention to change school: A multilevel perspective

Qin

2019

Policy Futures in Education

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“…The school culture and values that exist within the organization affect the degree of the teacher's emotional identification with the school. (Finegan, 2000;Karadac, Baloglu & Cakir, 2011).  trust and expectations.…”

Section: The Organizational Commitment Of Teachersmentioning

confidence: 99%

Connection of Teachers’ Organizational Commitment and Transformational Leadership. A Case Study from Greece

Kouni¹,

Marios

Panta

2018

IJLTER

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In the international literature there are many documented studies which have shown the connection between leadership and commitment to organization. Specifically, transformational leadership is highly associated with this important and positive work attitude, job satisfaction. The interpretation in a school context is that the director should practice as transformational leader so as to produce better educational outcomes through teachers' commitment to school goals. In Greece, little empirical research has been done to investigate the perceptions of teachers about the connection between transformational leadership and organizational commitment. The purpose of the present study is to investigate the perceptions of teachers to the extent that transformational leadership contributes to commitment to school goals. The selected research method is a combination of quantitative and qualitative methods, namely using questionnaire and interview. The sample consisted of 171 teachers from two types of educational institutions, lower and upper general secondary schools of a local administration of secondary education. The survey's results showed that teachers feel substantial commitment to school goals when the school principal acts as transformational leader. Demographic variables, type of school and work experience, do not affect the views of teachers.

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“…The results of this study implies that teachers who have positive attitude towards the teaching profession, positive beliefs about students' learning, positive value systems and are serving in an institution with excellent school culture, tend to be more committed in the teaching profession. Karadag, Baloglu and Cakir (2011) analyzed direct and indirect relations between school culture and the professional commitment of primary school teachers in Turkey. The findings indicated that although there was a positive correlation between school culture and professional commitment, the direct effect of school culture on professional commitment was not meaningful.…”

Section: Research Objectivementioning

confidence: 99%

Factors Influencing Professional Commitment of Public Secondary School Teachers in Trans-Nzoia West Sub-County, Kenya

Mr.

Prof.

Prof³

2020

EAJESS

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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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A Path Analysis Study of School Culture and Teachers' Organisational Commitment

Cited by 13 publications

References 33 publications

Factors relating to teachers’ intention to change school: A multilevel perspective

Factors relating to teachers’ intention to change school: A multilevel perspective

Connection of Teachers’ Organizational Commitment and Transformational Leadership. A Case Study from Greece

Factors Influencing Professional Commitment of Public Secondary School Teachers in Trans-Nzoia West Sub-County, Kenya

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