Abstract
The present work is interested in the resonance of teacher commitment on students' academic commitment and consequently on their academic achievement. It aims to identify the determinants of the commitment of Moroccan teachers at the qualifying secondary level specifically in the Provincial Directorate of National Education of Tangier-Assilah (Morocco), in particular organizational commitment and professional commitment with repercussions on student commitment in its two dimensions: affective, cognitive and its extension on academic achievement. This article has discussed the conceptual and theoretical details as well as the problematic, the main hypotheses and the conceptual model of the research. Then, it has presented the results of the empirical study which is based on a quantitative methodological approach of a positivist hypothetical deductive nature. The data were collected by a questionnaire submitted by e-mail to our study population, which consists of 204 teachers and 380 students of the qualifying secondary level in 29 local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco). The result of our empirical study shows that the teacher commitment had a positive and statistically significant effect on student academic achievement through student engagement in local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco).
Highlights
Legendre (2006) (Current Dictionary of Education) proposed two synonyms for academic achievement: performance and academic achievement
Data are collected from a sample of 325 students and 202 teachers of high schools located in the Provincial Directorate of National Education of Tangier-Assilah (Morocco) which are subject to purification through exploratory factorial analysis methods including Principal Component Analysis
The results show that the antecedents of both facets of organizational and professional commitment influence teacher commitment and that this teacher commitment influences student academic success through their academic engagement
Summary
Legendre (2006) (Current Dictionary of Education) proposed two synonyms for academic achievement: performance and academic achievement. The results of the latest International School Reading Research Program (ISRRP) test evaluation that took place in 2016 for school reading, Moroccan students were far from performing as well as their peers at the same level in other countries with a score of 358 points. In this test administered every five years, the kingdom is ranked 47th out of a total of 50 countries that participated in the international PIRLS survey organized by the International Association for the Evaluation of Citation: El Kalai, I., Kirmi, B., & Ait Lhassan, I. International Journal of Research in Business and Social Science (2147- 4478), 10(8)
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