Organizational Commitment Of Teachers Research Articles

Effect of principal instructional leadership on teacher commitment

A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.

Modeling and Optimization of Teachers' Organizational Commitment Strengthening

This study aims to find strategies to strengthen the Organizational Commitment of Teachers by analyzing the influence of variables that have a positive and dominant effect on Teacher Organizational Commitment. The research was conducted in 7 State MTs (Islamic Junior High Schools) in Cianjur Regency with a sample of 138 civil servant teachers. This research uses the POP-SDM approach (Modeling and Optimization of Management Resources) with SITOREM analysis to generate optimal solutions from the existing solutions. From this research, it was found that there is a positive and significant influence of transformational leadership on teacher organizational commitment with a standard factor loading value of 0.16, work climate on teacher organizational commitment with a standard factor loading value of 0.27, professional attitude towards teacher organizational commitment with a standard factor loading value of 0.50, transformational leadership on professional attitude with a standard factor loading value of 0.33, work climate on professional attitude with a standard factor loading value of 0.52. Meanwhile, the optimal solution obtained is that all indicators need to be improved with the priority order of improvements as follows: having a sense of responsibility, being enthusiastic about learning, pride in the profession, support from superiors, openness among teachers, high tolerance, freedom of expression, exemplary behavior, raising awareness of vision and mission, inspiration, charisma, responsibility, loyalty, seriousness, and the desire to stay in the organization. The implication of the research is that if organizational commitment is to be strengthened, development is needed in transformational leadership, work climate, and professional attitude.

The mediating role of quality of work life and organizational commitment in the link between transformational leadership and organizational citizenship behavior

In this modern era, schools require Organizational Citizenship Behavior (OCB) of organization members as one of the determining elements for the smooth process of achieving school goals. Leadership can transform an organization's entire potential as a learning community towards better organizational change, which is needed to increase OCB. This article aims to analyze the direct and indirect relationship between transformational leadership (TL) and OCB with quality of work-life (QWL) and organizational commitment (OC) as mediators. Another aim is to analyze the role of QWL as a mediator of the relationship between TL and OC. The research sample was 165 permanent teachers from several high schools in Madiun City. Research data was collected through questionnaires, and Structural Equation Modeling (SEM) was used for data analysis. The data analysis results prove a significant direct relationship between TL, QWL, and OC with OCB in a positive direction. The results of testing the role of mediating variables contribute to the novelty of this research, namely: 1) QWL partially mediates the relationship between TL and OC, as well as the relationship between TL and OCB; 2) OC partially mediates the relationship between TL and OCB. The analysis results indicate that increasing teacher OCB can be done effectively through increasing transformational leadership practices, programs to improve the quality of work-life, and increasing teacher organizational commitment.

THE MEDIATING EFFECT OF TRANSFORMATIONAL LEADERSHIP ON THE RELATIONSHIP BETWEEN THE SELF-CONCEPT AND ORGANIZATIONAL COMMITMENT AMONG PUBLIC ELEMENTARY TEACHERS

The purpose of this study was to determine the mediating effect of transformational leadership on the relationship between self-concept and organizational commitment among public elementary teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Caraga North and South Districts, province of Davao Oriental. The researcher utilized stratified random sampling and face-to-face and online survey modes of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph Analysis using Sobel z-test. From the results of the study, it was found that there is a level of self-concept, organizational commitment, and transformational leadership of teachers. Also, results revealed that there is a significant relationship between self-concept and organizational commitment of teachers, between self-concept and transformational leadership, and between transformational leadership and organizational citizenship of teachers. Also, transformational leadership has a partially significant mediating effect on the relationship between the self-concept and organizational commitment among public elementary teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>

Impact of transformational leadership and school environment on organizational commitment of teachers

Purpose: This study investigated the influence of transformational leadership and the school environment on the organizational commitment of teachers. Research methodology: A quantitative nonexperimental research design with multiple regression analysis was employed. Using the Raosoft calculator, 115 of the 162 public secondary teachers in Davao City were selected as respondents who rated the three adopted questionnaires. Results: The findings revealed a high level of transformational leadership, school environment, and teachers’ organizational commitment. In terms of significant relationships, both transformational leadership and the school environment were moderately positive and statistically significant. The results of the regression revealed that transformational leadership and the school environment are responsible for 46.2% of the variation in the organizational commitment of teachers. However, the results of the coefficients revealed that only the school environment could predict organizational commitment. Limitations: This study only involved 115 respondents and used adopted questionnaires, which might be quite different from the context of the respondents. Contribution: The results and findings of this study can be used as a basis for implementing programs and interventions to address problems with teachers’ organizational commitment. Novelty: Previous studies have only focused on some variables that influence organizational commitment, such as remoteness, emotional exhaustion, inaccessibility of healthy and sufficient school accommodations, and lack of local community linkages without a clear theoretical framework. Fortunately, this study explored other relevant factors, such as leadership and the school environment, as predictors of organizational commitment by establishing related theories to strongly support these variables with corresponding indicators.

Gender, Age, and Work Experience as Predictors of Teachers’ Organizational Commitment

Teachers' organizational commitment contributes to the success of educational aspirations. In determining teachers’ commitment, it is important to consider demographic variables that might influence it. Hence, this study aimed to examine the impact of gender, age, and work experience on the organizational commitment of teachers. Using the Raosoft calculator, the researchers selected 150 public secondary teachers as respondents to rate the adopted questionnaire with demographic data. Employing a quantitative non-experimental research design with multiple regression analysis, the researchers described the relationship of the variables. Findings revealed a high level of teachers’ organizational commitment, with affective commitment as the highest. In terms of significant relationships, teachers’ organizational commitment and gender were found to be weak positive and statistically insignificant. On the other hand, teacher’s organizational commitment and age were found to have a weak negative and statistically significant relationship. Moreover, teachers’ organizational commitment and work experience were found to be weak positive and statistically significant. Further, the results of regression showed that gender, age and work experience are responsible for a 10.2% variation in teachers' organizational commitment. This means that there were still 89.8% of the variations that occurred in teachers' organizational commitment that could be explained by other factors not covered in this study. Generally, the predictors in the model are age and work experience, while gender does not have the ability to predict a teacher's organizational commitment. With these findings, teachers are encouraged to increase or sustain their commitment and avoid gender stereotypes. Future researchers might also study the other 89.8% variations that might influence teachers’ organizational commitment by focusing on other factors such as promotion, salary, benefits, designations, and the like.

Teacher well-being and organizational citizenship behavior in Arab educational system in Israel: The implications of teacher collective involvement in decision making and organizational commitment.

A gradual transition from a collectivist to a more individualist identity has been noted in the Arab minority with implications for teachers' well-being and organizational citizenship behavior. This study builds on the Job Demands-Control model to investigate the mediating role of teacher organizational commitment in the relationship between the teacher collective involvement in decision making to teacher well-being and organizational citizenship behavior. Data were collected from a sample of 350 teachers randomly chosen in the Arab educational system in Israel. Structural equation modeling (using the AMOS 21.0 program) was used to test the proposed relationships. The results indicate both a direct and indirect relationships (through the mediating role of teacher organizational commitment) of teacher collective involvement in decision making on teachers' well-being and organizational citizenship behavior. The model which tested both direct and indirect relationships (through organizational commitment) between collective involvement in decision making and teachers' organizational citizenship behavior, and well-being, showed good fit indices (χ² = 62.60; χ²/df = 2.50; CFI = .947, TLI = .905, IFI = .949; RMSEA = .066). Specifically, the bootstrapping analysis reaffirmed the mediating role of organizational commitment between collective involvement in decision making and well-being (β = -.04, p < .001) and organizational citizenship behavior (β = .11, p < .001). Implications for theory and practice are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Comparative Study of the Impact of Authentic Leadership on Organizational Commitment of Public and Private Secondary School Teachers

This comparative study was conducted to investigate the influence of authentic leadership on the organizational commitment of secondary school teachers. The study focuses on both public and private secondary schools, recognizing the distinct contextual factors that may shape the relationship between authentic leadership and organizational commitment in these two sectors. This study aimed to bridge the gap by exploring the potential impact of authentic leadership behaviors exhibited by school principals on the organizational commitment of teachers, while considering potential variations between the public and private school contexts. A mixed method was employed. Data collection involved surveys, interviews, and document analysis. The findings suggest that authentic leadership plays a crucial role in influencing teachers' affective and normative commitment levels in both public and private secondary schools in the KP region. The implications of these findings are significant for educational policymakers, school administrators, and leadership development programs. Strengthening authentic leadership behaviors among school principals could foster higher levels of organizational commitment among teachers, contributing to improved educational outcomes and teacher well-being. The study underscores the need for tailored approaches in enhancing authentic leadership practices based on the specific sector; thereby promoting a more committed and engaged teaching workforce in Khyber Pakhtunkhwa. Further research avenues and recommendations are discussed in light of the study's outcomes.

How to Improve Teacher Organizational Commitment? The Impact of Transformational Leadership, Achievement Motivation, and Organizational Culture

Purpose – The aim of this study was to examine how transformational leadership, achievement motivation, and organizational culture affect teacher's commitment to the organization. &#x0D; Methodology – This research adopted a quantitative causality approach to investigate the teaching population of civil servant and honorary teachers at SMP 2 Ubud. The study involved 88 respondents, and the sampling technique used was the saturated sampling method (census method). The data for the study was collected through questionnaires and interviews.&#x0D; Findings – The study's findings indicate that transformational leadership had a significant and positive impact on organizational commitment. Similarly, achievement motivation was found to have a positive and significant effect on organizational commitment. The study also revealed that organizational culture positively impacted organizational leadership, as well as transformational leadership, achievement motivation, and organizational culture all had a positive impact on organizational commitment.&#x0D; Originality – This research implies that the leaders should focus on inspiring their subordinates to consistently adhere to behavioral standards, provide tasks based on the experience of teachers, and increase the intensity of procurement activities that attract consumers' attention.

Transformasional Leadership and Organizational Commitment: The Mediating Role Of Job Statisfaction

This study analyzes (1) the relationship between transformational leadership and organizational commitment; (2) the relationship between transformational leadership and job satisfaction; (3) the relationship between job satisfaction and organizational commitment; and(4) the relationship between transformational leadership and organizational commitment through the mediating role of job satisfaction. This investigation focused on the causes as 61 teachers at SMAN 1 Bukittinggi constituted the entire study population. The sampling method used in this study is using total sampling, where the entire population is sampled. This research uses software called SmartPLS4 used for the analysis method. Data analysis in this study revealed that: (1) Transformational leadership has a positive and significant effect on organizational commitment in teachers of SMAN 1 Bukittinggi.; (2) Transformational leadership has a positive and significant effect on job satisfaction in teachers of SMAN 1 Bukittinggi.; (3) Job satisfaction has a positive and significant effect on organizational commitment in teachers of SMAN 1 Bukittinggi.; (4) Transformational leadership has a positive and significant effect on organizational commitment of teachers at SMAN 1 Bukittinggi through job satisfaction.

THE MEDIATING EFFECT OF ORGANIZATIONAL CITIZENSHIP BEHAVIOR ON THE RELATIONSHIP BETWEEN ORGANIZATIONAL JUSTICE AND COMMITMENT OF PUBLIC ELEMENTARY SCHOOL TEACHERS

The purpose of this study was to determine the mediating effect of organizational citizenship behavior on the relationship between organizational justice and the commitment of public elementary school teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents who are public elementary school teachers of North and South Districts, Baganga, Davao Oriental. The researcher utilized a stratified random sampling technique using the face-to-face and online survey modes of data collection. The researcher also utilized the statistical tools Mean, Pearson r, and Medgraph using Sobel z-test. From the results of the study, it was found out that there are very high levels of mean scores for organizational justice, organizational commitment, and citizenship behavior of teachers. Also, results revealed that there is a significant relationship between organizational justice and organizational citizenship behavior, a significant relationship between organizational citizenship behavior and organizational commitment and a significant relationship between organizational justice and organizational commitment of teachers. Further, it was revealed that there was partial mediation on the effect of organizational citizenship behavior on the relationship between organizational justice and the commitment of public elementary school teachers.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0024/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Psychological Well-being and Organizational Commitment of Teachers in Relation to Performance

This study explored the extent of the relationship between psychological well-being and organizational commitment and teachers' performance in a local college. The research employed a descriptive correlation design. Using the purposive sampling technique, the data were taken from teachers through Ryff’s Psychological Well-being Scale (1989), Meyer and Allen’s (1990) Organizational Commitment Questionnaire (OCQ), and the results of the Teacher Evaluation Questionnaire answered by the students last second semester of AY 2018-2019. The researcher analyzed the data using mean, Sign test for K Independent Samples, Kruskal Wallis H-test, and Chi-Square test. The findings revealed that there is no significant difference in the psychological well-being and organization commitment of teachers when grouped according to their profile. The result showed that teachers’ psychological well-being has a fair level of Autonomy, Environmental mastery, Personal Growth, Positive Relations with Others, Purpose in Life, and Self-acceptance. Among the six dimensions, Autonomy has the highest mean while Personal Growth has the lowest. Regarding their organizational commitment, the respondents have high levels of affective normative, and moderate normative organizational commitment. The findings also revealed evidence of a relationship between teachers’ psychological well-being and their organizational commitment. However, there is no significant relationship between their performance, psychological well-being, and organizational commitment. Keywords: college teaching, local college, psychological well-being, organizational commitment, teacher performance

The implications of principal leadership styles on teachers' organizational commitment in the Israeli Arab educational minority

AbstractThe current study's purpose is to present a picture of the extent to and frequency at which Israeli Arab principals are perceived as displaying the leadership styles of participative leadership versus directive leadership and transformation versus transactional leadership and then investigating the relationship of these leadership styles to teachers' organizational commitment (OC). Data were collected from two sources: senior management team members and teachers to avoid same source and common method bias: 426 participants overall from 71 high schools in the Israeli Arab educational system. Unianova analysis and hierarchical regression analyses were used to test the proposed relationships. The results of the overall model indicated that although principals in the Arab society in Israel are perceived mostly as directive leaders, participative leadership was positively associated with teacher OC beyond the specific influence of directive leadership. Changes in teacher perceptions, toward freedom of self‐expression and career advancement, seem to be reflected in the influence of principals' leadership styles on teachers' OC that are derived in part from cultural features of the school's environment. Implications for theory and practice are discussed.

Effects of principals’ leadership styles on teachers’ commitment in Vietnam

&lt;span lang="EN-US"&gt;In recent years, styles of transformational and transactional leadership have become an important area of research because of its significant impact on teachers’ outcomes such as commitment, job satisfaction, self-efficacy. However, the relationships between transformational and transactional leadership styles of school principals and teachers’ organizational commitment have been rarely investigated in the educational context in Vietnam. This study aimed to determine how transformational and transactional leadership styles influence the organizational commitment of Vietnamese high school teachers. The study employed two standardized surveys to collect data from 387 teachers at 24 public high schools in the Mekong Delta of Vietnam. The results of correlation coefficient analyses indicated that teachers’ organizational commitment was positively influenced by transformational leadership and negatively influenced by transactional leadership. In addition, the results of multiple regression analyses showed that the organizational commitment of teachers was predicted by all components of both leadership styles of principals. The present study suggested that school leaders might combine both transformational and transactional leadership styles in their leadership practices to improve teachers’ organizational commitment.&lt;/span&gt;

The Influence of Principal Supervision and Self-Concept to Organizational Commitment through Teacher Job Satisfaction of Senior High School in North Banjarmasin Sub-District

The purpose of this research is to investigate the direct and indirect impacts of principal supervision, self-concept, and job satisfaction on teacher organizational commitment in Senior High Schools in the North Banjarmasin District. This research employs a quantitative approach. The study population included 229 teachers from the North Banjarmasin sub-district, with a sample of 146 individuals chosen using Proportional Random Sampling. Questionnaires were used to collect data, which was then analyzed using descriptive and inferential statistics. According to the findings of this study, the principal supervision, self-concept, job satisfaction, and organizational commitment of teachers were all high. The principal supervision influenced organizational commitment by 0.119, self-concept influenced organizational commitment by 0.164, job satisfaction influenced organizational commitment by 0.706, principal supervision influenced job satisfaction by 0.622, and self-concept influenced job satisfaction by 0.323. Furthermore, it obtained a 0.303 indirect effect of the principal supervision on organizational commitment through job satisfaction and a 0.213 indirect effect of self-concept on organizational commitment through job satisfaction.

The Relationship Between Perceived Transformational Leadership Style and Organizational Commitment in Kindergarten Teachers

This study aims to determine the positive relationship between perceptions of the principal's transformational leadership style and organizational commitment in teachers/educators. Organizational commitment should be owned by every teacher/educator to achieve the goals of the educational institution listed in the vision and mission of the educational institution. However, commitment to the organization could be more concern for educational institutions. This study is to fill the literature gap and provide direction to stakeholders as a consideration for making references regarding transformational leadership style and teacher organizational commitment. The data collection method in this study used a scale with the Likert Model scale scoring technique. The hypothesis in the study is that there is a relationship between the perception of the principal's transformational leadership style and the teachers' organizational commitment. The population and sample in the study were all educators in kindergartens in Cilacap District, totaling 30 teachers/educators. Data collection methods using the Transformational Leadership Style scale and Organizational Commitment scale. The results of the Pearson Product Moment correlation analysis of the two variables amounted to (rxy) 0.402 (p &lt; 0.014). The results showed a positive and very significant relationship between the perception of transformational leadership style and organizational commitment in teachers in kindergarten. The coefficient of determination of the correlation coefficient is R2 = 0.162. The conclusion from the data presented shows that leadership style provides an effective contribution to organizational commitment in teachers by 16.2%. The usefulness of this research is the need and importance of leadership style to determine the organizational commitment attached to teachers.

The Nexus between Quality of Work Life and Organizational Commitment: The Mediating Role of Supportive Leadership

This study explores the nexus between the quality of work life (QWL) and organizational commitment (OC) among teachers of Working Folks Grammar High Schools (WFHGS) in Khyber Pakhtunkhwa (KPK), Pakistan. The study also examines the mediating role of supportive leadership in this relationship. The research was conducted using a quantitative approach, and the data were collected from 384 teachers using a structured questionnaire. The results of the study indicate that QWL and OC are positively correlated, and supportive leadership plays a mediating role in this relationship. The findings suggest that enhancing QWL and developing Supportive leadership can increase the OC of teachers in WFHGS, leading to a more committed and engaged workforce. The study contributes to the understanding of the importance of QWL and supportive leadership in the educational sector and provides insights for managers and policymakers to improve the work environment and foster greater commitment among teachers.

Examining Perceived Organizational Support and Teacher Empowerment

This study aimed to investigate influence of perceived organizational support (POS) and teacher empowerment on teacher organizational commitment with job satisfaction as mediating construct. Study conducted on Institut Agama Islam Negeri (IAIN) Pontianak, west Borneo, Indonesia. Participant are teacher student on professional education and training program/Pendidikan Profesi Guru (PPG) at Institut Agama Islam Negeri Pontianak. Questionnaire used for collecting data. Findings reveal that the influence of perceived organizational suport (POS) on organizational commitment (OC) are not signifikan, but became positive significant while job satisfaction as mediating variable. perceived organizational suport (POS) positively predict job satisfaction. Islamic educational institutions are advised to increase teacher job satisfaction, because it relates to their organizational commitment to educational institutions.

THE MEDIATING EFFECT OF GENERAL SELF-EFFICACY ON THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP OF SCHOOL HEADS AND ORGANIZATIONAL COMMITMENT OF TEACHERS

The purpose of this study was to determine the mediating effect of general self-efficacy on the relationship between the transformational leadership of school heads and the organizational commitment of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 elementary public-school teachers who belong to the 3 districts, Magsaysay, Bansalan and Matan-ao under the Division of Davao Del Sur in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r and Medgraph using Sobel z-test. From the results of the study, it was found out that there is a very high level of mean scores for transformational leadership of school heads, a very high level of the mean score for the organizational commitment of teachers and a high level of general self-efficacy for teachers. Also, results revealed that there are significant relationships between the transformational leadership of school heads and the organizational commitment of teachers, between the transformational leadership of school heads and general self-efficacy of teachers, and between general self-efficacy and organizational commitment of teachers. Further, it was revealed that there was a full mediation effect of general self-efficacy on the relationship between the transformation leadership of school heads and the organizational commitment of teachers.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0025/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Influence of Job Burnout and Work Environment on Job Satisfaction and It’s Impact on Teachers Organizational Commitment

Education is an important sector for improving human resources in a country. The teacher is one of the actors who has an important role in education. Teachers have a great responsibility to educate students in both knowledge and morals. Great responsibility makes teachers feel job burnout which will have an impact on job satisfaction and organizational commitment. In addition, the work environment also affects teacher job satisfaction and organizational commitment. In this study, a quantitative approach was used using Smart PLS to process data. Found in research this is job burnout, the work environment has a significant effect on organizational commitment. This study also found job satisfaction as a mediating variable of job burnout and work environment on organizational commitment. Based on the results and analysis of the research it was concluded that job burnout has a negative and significant effect on organizational commitment.