Relationship Between School Climate and Teachers’ Commitment in an Excellent School of Kubang Pasu District, Kedah, Malaysia

Raman, Arumugam; Ling, Chang; Khalid, Rozalina

doi:10.5901/mjss.2015.v6n3s1p163

Cited by 22 publications

(30 citation statements)

References 16 publications

(12 reference statements)

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“…Zaki (2009) in his study found that signs of organizational commitment include the rightful, appropriate, and timely use of resources for teaching duties. Another study conducted by Raman et al (2015) found that highly dedicated and committed teachers will complete their task to their utmost effort because they understand that they are the key players in the implementation of the curriculum in school. They also believed that teachers with high commitment will result in high performance students in all aspects especially in academic.…”

Section: Organizational Commitmentmentioning

confidence: 99%

Integrating Landscape Of Organizational Commitment Among Teachers In Indigeneous Primary Schools In Malaysia

2021

cibg

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Purpose of the study: This study focused on job satisfaction and organizational commitment among teachers who are teaching the indigenous students in the Pahang state. The purpose of this study was to identify the relationship between job satisfaction and organizational commitment among the teachers and to find out which dimension in job satisfaction scored the highest factors in fulfilling organizational commitment. Methodology: This is a correlational study adopting a quantitative approach in data analysis. A questionnaire on organizational commitment was adapted from Meyer and Allen (1990) while job satisfaction dimension was adapted from Spector (1985). The questionnaires were distributed to 51 respondents from 3 indigenous schools in Pahang. This study used purposive sampling technique and data were analysed using SPSS version 25. Main Findings: Findings showed a significant relationship between job satisfaction and organizational commitment among the teachers.The result showed that promotion opportunities were the element of job satisfaction that has the highest influence towards organizational commitment, meanwhile supervision has the factors lowest influence to organizational commitment. Applications of this study: This study is beneficial to the Pahang State Education Department in providing guidelines on how to increase organizational commitment among teachers in indigenous schools. Besides that, this study also benefits the school management as it offers a guideline for them to improve performance appraisal. The findings can also help future researchers by providing better understanding of the connection between job satisfaction and organizational commitment. Novelty/Originality of this study: Although literature pertaining to job satisfaction and organizational commitment has often been discussed internationally, there is a scarcity of investigation on the issue in the Malaysian context, explicitly in the topic related to indigenous school teachers. Hence, this study is trying to fill this gap.

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Section: Organizational Commitmentmentioning

confidence: 99%

Integrating Landscape Of Organizational Commitment Among Teachers In Indigeneous Primary Schools In Malaysia

2021

cibg

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“…Dimensi membuat keputusan adalah dimensi komitmen guru yang paling penting (Yusoff & Saidin, 2016). Sekiranya pihak pengurusan sekolah bertujuan untuk meningkatkan komitmen guru, pelibatan guru dalam proses membuat keputusan perlu ditingkatkan (Raman, Ling, & Rozalina Khalid, 2015).…”

Section: Perbincanganunclassified

Efikasi Kendiri Guru Sebagai Mediator Terhadap Hubungan Antara Iklim Sekolah Dan Komitmen Guru

Jusoh

Ismail

Abdullah

2020

Practitioner Research

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The Ministry of Education Malaysia aims to develop an educational system that is capable in improving achievement and innovation. This goal requires high commitment and precision from all parties, especially teachers that play the main role in educational institutions. Thus, a positive school climate will produce high-quality human capital, while self-efficacy acts as a driving force to pursue the goals. The effectiveness of these two elements enhances the commitment of teachers in order to ensure the success of educational institutions. This study was developed to examine the relationship between school climate and teacher commitment, as well as the indirect relationship through self-efficacy as a mediator construct. Teachers were selected randomly from 18 high-achievement 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. The IBM SPSS software was used to analyze the correlation and regression tests. The Pearson correlation analysis confirmed positive and significant relationships between the three variables, namely the weak correlation for school climate and commitment (r=.24, p<.01), as well as between school climate and self-efficacy (r=.23, p<.01). In contrast, the correlation was high between selfefficacy and commitment (r=.85, p<.01). Regression analysis for the effect of school climate on teacher commitment showed that R2=.06, p<.01 was significant. The beta value showed that the school’s climate contributed β=.24 (24%), significantly affecting commitment. Multiple regression analysis of school climate and self-efficacy on teacher commitment confirmed that R2=.72, p<.01 was significant. However, beta values showed that school climate contribution decreased to 0.05 (5%) and did not significantly affect commitment as the self-efficacy predictor was included in the regression model. The beta value showed that self-efficacy contributed 0.84 (84%), significantly influencing commitment and acting as a full mediator variable for school climate and teachers’ commitment. The finding of this study proposes significant school climate relationships to enhance teachers’ self-efficacy and commitment. This study also contributes significantly to the theory and the extension of knowledge by explaining the role of school climate in enhancing teachers’ commitment, as well as highlighting the mediator role of self-efficacy that has a significant effect on teacher commitment as well. Therefore, the school administrators should provide a better, condusive school climate to encourage higher self-efficacy among teachers, through self-confidence in group guidance, student assignments, innovative education and attitude towards homework. As a result, teachers could have more opportunity to develop their commitment to schools.

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“…Ini berarti bahwa peningkatan komitmen guru pada sekolah dapat dilakukan melalui pengembangan secara optimal pelaksanaan budaya mutu di sekolah. Keadaan budaya organisasi berpengaruh terhadap komitmen ditunjukan dalam penelitian yang berjudul The Impact of Organizational Culture on Commitment of Teachers in Private Sector of Higher Education (Sami, Sabri, Ilyas, & Amjad, 2013), Relationship of School Climate Dimensions and Teachers' Commitment (Othman & Kasuma, 2016), Relationship Between School Climate and Teachers' Commitment in an Excellent School of Kubang Pasu District, Kedah, Malaysia (Raman, Chi Ling, & Khalid, 2015), Impacts Of Organizational Culture on Organizational Commitment (Abbas Ali Rastegar, 2012), Impact of Organizational Culture on Organizational Commitment and Job Satisfaction (Abid Alvi et al, 2014). Berdasarkan temuan-temuan penelitian tersebut, maka penelitian yang dilakukan di Sekolah Bina Insani Bosowa sejalan dengan temuan penelitian di tempat-tempat lain.…”

Section: Pembahasanunclassified

Optimalisasi Budaya Mutu Sekolah Untuk Meningkatkan Komitmen Guru

et al. 2018

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Teacher's commitment is the key to improve education. The purpose of this research is to investigate the efforts to increase teacher commitment through quality culture in schools. Based on 110 samples involved this research, it is found that the improvement of teacher commitment can be achieved by optimizing the quality culture in schools. The optimization of the quality culture in schools can be achieved through several ways: the fulfillment of infrastructure; internal and external customer satisfaction; development of teacher professionalism; team work; collaboration with other parties (parents, school board, and society); school evaluation and determination of reward and punishment.Keywords: teacher's commitment, quality culture, education.

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Relationship Between School Climate and Teachers’ Commitment in an Excellent School of Kubang Pasu District, Kedah, Malaysia

Abstract: The aim of this study is to identify the relationship between school climate and teachers' commitment. This study focused on

Cited by 22 publications

References 16 publications

Integrating Landscape Of Organizational Commitment Among Teachers In Indigeneous Primary Schools In Malaysia

Integrating Landscape Of Organizational Commitment Among Teachers In Indigeneous Primary Schools In Malaysia

Efikasi Kendiri Guru Sebagai Mediator Terhadap Hubungan Antara Iklim Sekolah Dan Komitmen Guru

Optimalisasi Budaya Mutu Sekolah Untuk Meningkatkan Komitmen Guru

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