COVID-19 Impact on Teachers’ Organizational Commitment in Schools

Abstract

Highly committed teachers spend more effort helping their schools achieve their academic goals. The COVID-19 pandemic had a dire effect on education worldwide. However, just after a few semesters, teachers were asked to return back to schools to teach in person. This study aims to analyze the organizational commitment levels of school teachers before and after the implementation of the COVID-19 pandemic measures that resulted in a two-semester break in face-to-face teaching. In this study, a quantitative research method was utilized. Commitment levels of a total of 300 teachers were assessed in a longitudinal test by using a popular tool in order to see the relative change as a result of the COVID-19 pandemic in Cyprus. The study mainly focuses on gender, marital status, education levels, job experience, and duration of work in the organizations, and the information obtained in the form of responses was statistically analyzed. According to the results of the quantitative analysis, the sampling average for the organizational commitment was determined to be at a medium-to-high level. The commitment levels of teachers were observed to be decreased after the COVID-19 pandemic measures came to be implemented in schools. A detailed investigation of the school teachers’ commitment levels corresponding to the different demographic characteristics before COVID-19 and after the implementation of normalization measures is presented in this study.

#WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic

“…Overall, the findings have showed that the remote online education challenges found in this study has had negative impact on students' well-being (Holm-Hadulla et al, 2021;Lukacs, 2021). High stress, increased burn out and decreased organizational commitment were also observed among the teachers (Akartuna & Serin, 2022;Esici et al, 2021;Pressley et al, 2021). Drawing on this, research community and policy makers have come up with several remedies to tackle the challenges of remote online learning.…”

Distributed Leadership of School Heads and Organizational Commitment of Public Secondary Teachers of Panabo City Division

“…The instrument consisted of 21 items. It had the following indicators, namely: support (1-10); supervision (1-3); and coherent leadership team (1)(2)(3)(4)(5)(6)(7)(8). The questionnaire was subjected to a pilot testing having a result of .70 suggesting that the items have relatively high internal consistency.…”

Teachers’ Learning Agility: A Catalyst For Creating Learning Transformation In Early Childhood Education After The Covid-19 Pandemic

“…Teachers encounter social and economic issues while providing online instruction. The COVID-19 pandemic's use of technology in the classroom inadvertently pushed teachers to instruct using digital tools without previous training (Hoang, 2020;Akartuna and Serin, 2022). The achievement of these reforms' objectives, namely the provision of the best possible educational services, is thus anticipated to depend on teacher acceptance of change.…”

“…To succeed in the planned change program, commitment to change is thought to be a key component of change management (Kayani et al, 2022). It is believed that teachers' commitment level was impacted by their degree of stress during the pandemic (Akartuna and Serin, 2022). A person's desire or attitude that ties them to a series of behaviors deemed necessary for the successful execution of change efforts is known as their commitment to change (Herscovitch and Meyer, 2002).…”