Organizational and Personal Predictors of Teacher Commitment: The Mediating Role of Teacher Efficacy and Identification With School

Abstract

This study tested a predictive and mediation model of teacher commitment. Teacher efficacy and sense of identification with school were hypothesized to mediate the relations of an individual antecedent (teaching experience) and two organizational antecedents (perceived organizational politics and reflective dialogue) to teacher commitment. Multigroup structural equation modeling was used to test and validate the mediation model across two independent samples of teachers. Perceived organizational politics was found to be negatively related to teacher commitment, whereas reflective dialogue and teaching experience were positively related. Teacher efficacy and identification with school were found to completely mediate the relations between the three antecedents and teacher commitment.

The Influence of Transformational School Leadership on Teacher Efficacy in Malaysian Secondary School Teachers

“…The roles of teacher are pertinent in ensuring the success of students in furthering their tertiary level education from their common primary and secondary school education. With the current Malaysian education system that is constantly introducing changes and reviews in education policies (Ministry of Education, 2011), school teachers are the vital people who will execute educational plans (Chan, 2008;Park, Henkin, & Egley, 2005). Hence, teacher efficacy is pertinent as it affects greatly the students' learning outcomes (Caprara, Barbaranelli, Steca, & Malone, 2006;Dellinger et al, 2008;Robinson, Lloyd, & Rowe, 2008).…”

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

“…Among these are protective factors that include attributes such as altruism (Brunetti, 2006;Chong & Low, 2009), strong intrinsic motivation (Flores, 2006;Kitching, Morgan, & O'Leary, 2009), perseverance and persistence (Fleet, Kitson, Cassady, & Hughes, 2007;Sinclair, 2008), optimism (Chong & Low, 2009;Le Cornu, 2009), sense of humour (Bobek, 2002;Jarzabkowski, 2002), emotional intelligence (Chan, Lau, Nie, Lim, & Hogan, 2008), willingness to take risks (Sumsion, 2003) and flexibility (Le Cornu, 2009). Such attributes may assist early career teachers to 'bounce back' despite the challenges of the first years of teaching.…”

Teachers’ Perceived Commitment as Measured by Age, Gender and School Type

“…Considering gender, some studies have indicated that females' level of commitment is higher than males' levels of commitment (Coladarci, as cited in Chan et al, 2008;Park, 2005). But, the findings of Borman and Dowling (2008) indicated lower commitment of females.…”