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

Korso, Gude Butucha

doi:10.15580/gjer.2013.8.080913830

Cited by 15 publications

(9 citation statements)

References 13 publications

(15 reference statements)

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“…Poursoltani and Iraji (2011) in the study of Physical Education Teachers in Mashhad demonstrated that there is no significant difference between teacher's commitment based on gender. Previous studies showed that there is a significance difference of affective commitment by gender (Korso, 2013). Affective professional commitment in male teachers is higher than female teachers (Korso, 2013).…”

Section: Discussionmentioning

confidence: 89%

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Relationship between Work Environment and Organizational Commitment among Private School Teachers in Klang Valley

Cheng¹,

Kadir²

2018

IJARBSS

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The main purpose of this study is to determine the relationship between work environment and organizational commitment among private school teachers in Klang Valley. Survey questionnaires were distributed to five private schools. 110 private school teachers participated in the survey. Data regarding organizational commitment and work environment were analyzed by using IBM SPSS Software version 22.0. Descriptive statistic was employed to identify level of teachers' work environment and organizational commitment. Pearson correlation was used to analyze the relationship between work environment and organizational commitment among private school teachers. T-test is to identify the difference of private school teachers' organizational commitment based on gender. The results demonstrated that there are moderate relationships between teachers' work environment and teacher's organizational commitment. The findings also revealed that there are no significant different between female and male private school teachers in organizational commitment.

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Section: Discussionmentioning

confidence: 89%

“…Previous studies showed that there is a significance difference of affective commitment by gender (Korso, 2013). Affective professional commitment in male teachers is higher than female teachers (Korso, 2013).…”

Section: Discussionmentioning

confidence: 89%

Relationship between Work Environment and Organizational Commitment among Private School Teachers in Klang Valley

Cheng¹,

Kadir²

2018

IJARBSS

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“…Dedicated teachers can communicate effectively with their students in the classroom, taking into account their professional values, and tend to fulfill the roles and responsibilities required by their profession effectively and efficiently (Steel, 2007). Teachers dedicated to their profession tend to cooperate with students' families, spend extra time with students (Butucha, 2013), and take on an important responsibility in raising future generations by using modern methods and techniques to learn effectively (Shukla, 2014). In this respect, it is a positive result that teachers' professional commitment levels are high on the whole scale in all dimensions.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Professional dedication is the positive and highly exciting feeling that employees have developed for their work processes (Catsouphes & Matz-Costa, 2009), their feeling of belonging to the job and their enthusiasm (Roberts & Davenport, 2002), their acting in harmony with the goals and values arising from their profession, their willingness to take on the roles born in their jobs (Eroğlu, 2007) and the feeling of being connected to their profession (Shukla, 2014). Professional dedication in teaching is the desire to value and continue the profession to increase student success (Butucha, 2013). Professional dedication in teaching includes two situations: being proud of being in the profession and having an intense desire for professional development.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Teacher Autonomy on Teachers' Professional Dedication

Ertürk

2023

IJPES

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The aim of this research is to determine the effect of teacher autonomy on dedication to the teaching profession according to teacher perceptions. The research was designed in the causal relational survey model to determine the relationship between teacher autonomy and dedication to the teaching profession. The study population of the research consisted of 475 teachers working in primary schools in the city center of Bolu, and feedback was obtained from 318 teachers. Teacher Autonomy Scale and Teaching Profession Scale were used as data collection tools in the research. Parametric tests were used in my research because the data showed a normal distribution. According to the results of the research, although it is a positive result that teachers' autonomy is at a high level in the dimensions of scale total, teaching process, and professional communication autonomy, it is a remarkable result that it is at a medium level in the dimensions of curriculum autonomy and professional development autonomy. Teachers' perceptions of dedication to the profession are high in all dimensions, including commitment to the profession, devotion to students, and self-sacrificing work on the total scale. In general, there is a positive, moderate, and high level significant relationship between the whole and dimensions of the teacher autonomy scale and the scale of dedication to the teaching profession. Teacher autonomy is a significant predictor of commitment to the teaching profession. Teacher autonomy scale sub-dimensions: the scale of dedication to the teaching profession significantly predicts the dimensions of commitment to the profession, dedication to students, and selfless work.

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“…Teachers who use modern methods for effective learning and are devoted to their profession are needed (Hoy & Miskel, 2010;Shukla, 2014), whereas teachers who are not happy with their jobs are unfit for high performance (Kumari & Gera, 2018). Additionally, professionally engaged teachers are willing to exert extra effort to increase student success and continue their profession (Butucha, 2013;Kumari & Gera, 2018;Malechwanzi & Hongde, 2018), while teachers with a low level of professional engagement are not interested in their profession enough and do not strive to improve themselves (Kozikoglu & Senemoglu, 2018).…”

Section: Teachers' Professional Engagementmentioning

confidence: 99%

How Professional Efficacy Affects Professional Motivation and Professional Engagement in Teachers/Utjecaj profesionalne učinkovitosti na profesionalnu motivaciju i angažman učitelja

ALEV

2022

Croatian Journal of Education

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The aim of this study was to examine the relation between teachers’ professional efficacy and professional engagement through the mediation of professional motivation. Based on data collected from 426 primary school teachers in Turkey, this research used the structural equation model approach and the bootstrap method to test the model. The results showed that teachers’ professional efficacy is a significant positive predictor of professional engagement, and that professional motivation had a fully mediating role between professional efficacy and professional engagement. Professional efficacy had an indirect effect on professional engagement through the mediation of professional motivation. The findings of this research also indicate that both professional efficacy and professional motivation are necessary for improving teachers’ performance through their professional engagement. The factors that positively influence teachers’ professional engagement include school administrators who promote the improvement of teachers’ professional efficacy by acting equally and fairly with the goal of increasing teachers’ professional motivation, directing and supporting them in their professional endeavours, and making them feel a part of the school.---SažetakCilj ovoga istraživanja bio je ispitati odnos između profesionalne učinkovitosti i profesionalnoga angažmana učitelja putem profesionalne motivacije kao faktora medijacije. Na osnovi podataka sakupljenih od 426 osnovnoškolskih učitelja u Turskoj, u ovom istraživanju korišten je pristup strukturiranoga modeliranja i bootstrap metoda za testiranje modela. Rezultati su pokazali da je profesionalna učinkovitost učitelja značajan pozitivan prediktor profesionalnoga angažmana i da profesionalna motivacija u potpunosti djeluje kao posrednik između profesionalne učinkovitosti i profesionalnoga angažmana. Profesionalna učinkovitost imala je indirektan učinak na profesionalni angažman putem profesionalne motivacije. Rezultati ovoga istraživanja također pokazuju da su i profesionalna učinkovitost i profesionalna motivacija nužni za poboljšanje načina rada učitelja kroz njihov profesionalni angažman. Čimbenici koji mogu pozitivno utjecati na profesionalni angažman učitelja obuhvaćaju promociju povećanja efikasnosti učitelja koju potiče školska uprava, njezino djelovanje na bazi jednakosti i poštenja s ciljem povećavanja profesionalne motivacije učitelja, usmjeravanje i podršku za učitelje u njihovim profesionalnim nastojanjima te razvijanje osjećaja pripadnosti školi kod učitelja.

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

Cited by 15 publications

References 13 publications

Relationship between Work Environment and Organizational Commitment among Private School Teachers in Klang Valley

Relationship between Work Environment and Organizational Commitment among Private School Teachers in Klang Valley

The Effect of Teacher Autonomy on Teachers' Professional Dedication

How Professional Efficacy Affects Professional Motivation and Professional Engagement in Teachers/Utjecaj profesionalne učinkovitosti na profesionalnu motivaciju i angažman učitelja

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