Abstract
Purpose: This study aimed to analyze the relationship between participation in the decision-making process and teacher commitment, and to compare the differences in that relationship between special education and regular elementary school teachers. Method: Sixty special education and 60 regular teachers participated in this study; they were divided into beginning and experienced teachers. A survey was used to collect data. Results: For both regular and special education teachers, the differences in the effect of the decision-making process on commitment were not significant between teachers and class types. However, the difference in the relationship between teacher participation and commitment was meaningful. Also, the regular teachers reported more of a significant impact of participation in decision making than did the special education teachers. There were no meaningful differences given class type or teaching experience. Conclusion: The commitment of special education and regular teachers is influenced by different factors. More research is needed into other factors that affect commitment.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
