Abstract
School climate plays an important role in a school. Good school climate will cause the teachers to feel safe, confident and happy and does not feel threatened to come and teach. Headmaster feels confident, friendly, simple, easy to find and be open and able to provide leadership. Pupils also have the friendship, feeling comfortable to learn and attend school. The interaction between these elements will determine whether the climate is in good condition or otherwise. This study aims to investigate the relationships, between school climate and teachers’ commitment with the assumption and predictability of key dimensions of school climate in relation to Collegial Leadership, Teacher Professionalism, Academic Press, and Institutional Vulnerability towards teacher commitment. The population of this study consisted of teachers from 5 National Primary Schools in the Sri Aman district with 131 respondents has been selected as a sample. Result revealed that the level of school climate and teachers’ commitment of the selected 5 primary schools is in moderate level. The school climate dimensions were positively correlated with the teachers’ commitment and finally Achievement Press made a significant contribution to teachers’ commitment. Future research and recommendation also discussed at the end of the paper.
Highlights
McAdie (2007) reported that overburden has reduced teachers’ organizational commitment, and teachers poor relationship with the principal.Organizational climate is viewed as the estimation of an individual’s relationship with bosses and workers in the workplace
This study aims to investigate the relationships between school climate and teachers’ commitment with the assumption and predictability of key dimensions of school climate in relation to Collegial Leadership, Teacher Professionalism, Academic Press and Institutional Vulnerability towards teacher commitment
Hoy et al (2006) portrayed the conclusion that school climate is straightforwardly identified with school results
Summary
McAdie (2007) reported that overburden has reduced teachers’ organizational commitment, and teachers poor relationship with the principal.Organizational climate is viewed as the estimation of an individual’s relationship with bosses and workers in the workplace. Organizational climate is the internal characteristics of a school that recognizes one school from another school (Hoy et al, 2002). Organizational climate influences the behavior of its members. Hoy et al (1991) stated that school climate is moderately persisting nature of a school's surroundings that is experienced by all school staffs. These characteristics make a distinction one school from another and influence the behavior of its staffs. Firestone and Pennell (1993) said that committed teachers would show better behavior such as stable, strong, enduring psychological ties to their schools, their students and their subject areas These characteristics make a distinction one school from another and influence the behavior of its staffs. Firestone and Pennell (1993) said that committed teachers would show better behavior such as stable, strong, enduring psychological ties to their schools, their students and their subject areas
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 callMore From: International Journal of ADVANCED AND APPLIED SCIENCES
Disclaimer: 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.
