Predicting teacher commitment as a multi-foci construct in a multi-cultural context: the effects of individual, school, and district level factors

Abstract

ABSTRACTA multilevel framework was applied to investigate the effects of teacher characteristics, school environment, and district level HRM practices on teacher commitment. Drawing on the results from a public school teacher survey conducted in the Emirate of Abu Dhabi in 2014, four forms of teacher commitment (commitment to school, to students, to teaching, and to community) were tested, which provided empirical evidence to further the development of teacher commitment as a multi-foci construct. The results of the three-level model revealed differentiating effects of some individual and organisational variables on different forms of teacher commitment and highlighted that nationality, multiple interpersonal support, and collegial relationships were the most consistent and strong variables to predict teacher commitment. This study suggested that the social and interpersonal environment of school played a significant role in influencing teacher commitment. Results were discussed in relation to improving the commitment of teachers in the empirical context of Abu Dhabi public schools.