Relationship Between School Climate and Teacher Commitment

Abstract

A positive school climate will produce high-quality human capital, while teachers ’commitment is a driver to achieve goals. A conducive school climate can increase the commitment of teachers in ensuring the success of educational institutions. Therefore, the study was developed to examine the relationship between school climate and teacher commitment. Teachers were randomly selected from 18 high-achieving 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. IBM SPSS software was used to analyze t-test, correlation, and regression. The t-test analysis obtained differences based on study variables according to gender. The results of the analysis show that the level of climate is different based on the gender of teachers. Findings of Pearson correlation analysis confirmed a positive and significant relationship of weak correlation variables for school climate and commitment (r = .24, p <.01). Next, regression analysis of the influence of school climate on teacher commitment showed that R2 = .06, p <.01 was significant. The beta values indicated that school climate contributed 0.24 (24%), which significantly influenced commitment. The findings of this study suggest a significant relationship of school climate to increase teachers ’ self-commitment. This study also makes a significant contribution to the theory and expansion of knowledge by explaining the role of school climate in increasing teacher commitment.