School-based management and its effect on teacher commitment

Abstract

To what extent does school-based management (SBM) influence teachers' commitment? Using a longitudinal research design, this study reveals that SBM positively affects teachers' commitment to the teaching profession and to students' academic achievements and negatively affects their commitment to the school and to students' social well being. At the same time the findings show that teachers' autonomy on the job remained unchanged after SBM was introduced in schools. It is argued that SBM is perceived by teachers as a potential to increase their professional autonomy. However, based on the assumptions of the exchange perspective, the findings show that teachers increase their commitment towards issues that potentially may benefit them most. The study concludes that more time is needed before the impact of SBM on teacher commitment may be fully understood. However, it is argued that high demands for teacher effectiveness have to be followed by sufficient benefits and professional autonomy if SBM is to promote commitment rather than teacher burnout.

Consequences of Self-Leadership: A Study on Primary School Teachers

“…Considering that teachers are the most important shareholders after students in the education organizations, it can be argued that the commitment of the teachers is the key to reform and renewal capacities of the school (Hussein & da Costa, 2008). The fact that there is a mutual relationship between the success of students and the commitment of teachers for their schools and students suggests that the commitment of teachers constitutes the basis for the efficacy of the school organization (Nir, 2002). Choi and Tang (2009) have defined the organizational commitment of teachers as spending extra time and effort on their students, school and teaching activity; desiring development and seeking for the perfect standards; being committed to the school rather than just fulfilling responsibilities; and trying to achieve good things for the students by having a vision.…”

“…The high performance of the teachers on their duties is the prerequisition for the success of the school. In this context, teachers' commitment to their schools, job satisfaction and innovative behaviors are the most important factors to affect their performance and the achievement of school objectives (Hussein & da Costa, 2008;Konings et al, 2007;Nguni et al, 2006;Nir, 2002;Reichers, 1985).…”

Leadership Effects on Student Learning Mediated by Teacher Emotions

“…Commitment to students includes teachers' caring about students, making extra efforts to help them succeed academically, and fostering the social integration of students in the classroom [21,24]. Teachers who are committed to students believe in the value of life-long learning, build connections with them, and value their feedback, [24,25]. Organizational commitment has been conceptualized and measured as an individual's strong belief in the organization, identification and involvement in the organization, and a strong desire to remain a part of the organization [26][27][28].…”

“…Commitment to teaching encompasses a handful of more specific objects of commitment such as exercising a craft, dedication to the teaching profession and to the subject specialty, enjoyment and quality of teaching, and professional development [20][21][22][23]. Commitment to students includes teachers' caring about students, making extra efforts to help them succeed academically, and fostering the social integration of students in the classroom [21,24]. Teachers who are committed to students believe in the value of life-long learning, build connections with them, and value their feedback, [24,25].…”

The Relationsip between Culture and Organizational Commitment among Chinese Primary School Teachers

“…A study by Kushman (1992) showed that there is a strong relationship between commitment and school culture, collaboration and school climate. Nir (2002) stated that teachers' commitment is also related to the efficacy of the school, work performance, work satisfaction and students' achievement. Committed teachers are more motivated to work towards change and are responsible (Firestone & Pennell, 1993) more sensitive, dedicated and diligent (Elliot & Crosswell, 2003).…”