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Author: Sajid Jamal
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659192128
Category :
Languages : en
Pages : 296
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Book Description
Organizational commitment appears to be highly important for not only a teacher's success but also for systems in seeking to make India a developed nation till 2020 A.D. Among all the possible factors, that affect teacher's organizational commitment are occupational stress, job satisfaction, employee's morale and socio-emotional school climate. The present book focuses on how organizational commitment is related to the above mentioned variables. The data have been obtained from 615 secondary school teachers and latest statistical techniques have been applied to make the findings of immense importance to the planners, administrators, bureaucrats, managers, principals and teachers.
Author: Sajid Jamal
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659192128
Category :
Languages : en
Pages : 296
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Book Description
Organizational commitment appears to be highly important for not only a teacher's success but also for systems in seeking to make India a developed nation till 2020 A.D. Among all the possible factors, that affect teacher's organizational commitment are occupational stress, job satisfaction, employee's morale and socio-emotional school climate. The present book focuses on how organizational commitment is related to the above mentioned variables. The data have been obtained from 615 secondary school teachers and latest statistical techniques have been applied to make the findings of immense importance to the planners, administrators, bureaucrats, managers, principals and teachers.
Author: Anit Somech
Publisher: Routledge
ISBN: 1317962265
Category : Education
Languages : en
Pages : 175
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Book Description
This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective. Chapters consider: understandings of teachers' OCB, its nature, components, and salience in schools personal, organizational, and cultural factors which might facilitate or inhibit teachers' OCB contributions and the drawbacks of OCB for the improvement of educational systems, schools, and educators a new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practice practical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB. Organizational Citizenship Behavior in Schools will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.
Author: Mazida Ismail
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Lawrence J. Saha
Publisher: Springer Science & Business Media
ISBN: 0387733175
Category : Education
Languages : en
Pages : 1192
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Book Description
The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
In this study of teacher commitment in the educational workplace, the researcher addressed several areas of interest: conceptually, the multiple dimensions of teacher commitment and the presence of varying levels of simultaneous commitments to these dimensions; relationally, the effects which a number of personal and organizational variables may have on the dimensions of teacher commitment within sampled schools and school divisions in Saskatchewan; and instrumentally, the validation of instruments to measure the variables being studied. The study included several stages. First, a review of research literature identified three dimensions of teacher commitment: organizational commitment, professional commitment, and union commitment. A number of independent variables were also identified for inclusion in the study, particularly in the areas of personal and organizational characteristics such as job task characteristics (variety, autonomy, feedback, and friendship), manifest personal needs (achievement, affiliation, autonomy, and friendship), leadership (administrator responsiveness and principal leadership), role stress (role ambiguity, role conflict, and role overload), participation in decision making, group cohesion, and intent to stay in teaching. In Pilot Study One, 300 teachers and graduate education students were sampled with a survey form that addressed three dimensions of teacher commitment (the dependent variables). In Pilot Study Two, 470 teachers and graduate education students were sampled with a revised version of the first form plus scales to measure a number of independent variables identified during the review of literature. In the Final Study, the researcher sampled 860 public school teachers from 60 schools in 10 school divisions within Saskatchewan. The final survey form included scales for the dependent variables that had been validated through two pilot studies, plus scales for the independent variables revised based according to findings from P.
Author: B.R. Rangannavar
Publisher: Lulu.com
ISBN: 1365621049
Category : Education
Languages : en
Pages : 56
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Book Description
From the time immemorial education was considered to be the means of getting knowledge, throughout the ages and in all the parts of the world. Education is an important agency for all round development of the individual and society.
Author: Madiha Shah
Publisher: GRIN Verlag
ISBN: 3656181950
Category : Education
Languages : en
Pages : 481
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Book Description
Doctoral Thesis / Dissertation from the year 2011 in the subject Pedagogy - The Teacher, Educational Leadership, The University of Malaya, language: English, abstract: This study analyzed the impact of teachers' collegiality on their organizational and professional commitment in public secondary schools in Islamabad, Pakistan. The study also examined the differences of teacher collegiality, organizational commitment, and professional commitment in high-achieving and low-achieving schools. The effects of teacher personal variables (e.g. gender, educational level, and professional experience) on teacher collegiality, organizational commitment, and professional commitment were also investigated. A teacher collegiality scale (TCS) was developed and tested using exploratory and confirmatory factor analytic techniques. The final TCS comprised seven dimensions, namely (1) Demonstrating Mutual Support and Trust, (2) Observing one another Teaching, (3) Joint Planning and Assessment, (4) Sharing Ideas and Expertise, (5) Teaching each other, (6) Developing Curriculum together, and (7) Sharing Resources. The instruments of organizational commitment and professional commitment were adapted from Meyer, Allen, and Smith (1993). The survey instrument, comprising the TCS and Commitment Scale was distributed to a sample of 364 secondary school teachers in eight high-achieving and nine low-achieving schools located in Islamabad. Structural Equation Modeling (SEM) was used to assess the impact of teacher collegiality on teachers' organizational and professional commitment. Latent Mean Structure Analysis was used to determine the differences in teacher collegiality and teacher commitment between high-achieving and low-achieving school teachers. The effects of demographic variables on study main variables were analyzed using MANOVA. The analysis confirmed that teacher collegiality positively impacted organizational commitment and professional commitment among secondary school teachers
Author: Stephanie Potter
Publisher:
ISBN:
Category : Organizational commitment
Languages : en
Pages : 107
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Book Description
The purpose of this quantitative, causal-comparative study was to examine the differences between teachers' mean job satisfaction scores based on the administrators' gender and examine the relationship between the administrators' gender and teachers' organizational commitment plans in Tennessee middle schools. Job satisfaction and organizational commitment was measured by the Tennessee Teaching, Empowering, Leading and Learning (TELL) Survey that was administered online and completed by Tennessee teachers voluntarily and anonymously. A stratified random selection of schools based on the administrator's gender (female, n = 85; male, n = 85) was selected (N = 170) from those achieving the predetermined response criteria of 50% return rate. Schools where the principal had been in position for less than three years were excluded. A multivariate analysis of variance (MANOVA) was used to analyze the association between the dependent variable, job satisfaction, based on the independent variable, administrators' gender. Pearson's chi-square analysis was used to analyze the relationship between administrators' gender and teachers' organizational commitment plans in education. Significance was with the implications for increased gender awareness, teacher commitment and satisfaction, and teacher retention.
Author: Pedro Reyes
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 328
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Book Description
A group of educational scholars address topics and issues relating to teacher commitment and institutional performance and productivity. The various essays discuss working conditions, incentives, decision-making and the role of the administrator.
Author: Amy E. Clark-García
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 0
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Book Description
The goals of this mixed-methods study were to determine if there was a significant relationship between distributed leadership practices and teachers' organizational commitment and to examine ways in which distributed leadership practices influence teacher commitment, from the perspective of the teachers. Data included survey results from 112 teachers in four New England school districts in the U.S., who completed a survey with items about the cohesiveness of the leadership team, support from the principal, supervision by the principal, affective organizational commitment, professionally rewarding leadership opportunities, and pathways to leadership. The quantitative data indicated that, although the predictors of the cohesiveness of the leadership team, support, and supervision all have significant positive correlations with organizational commitment, only the cohesiveness of the leadership team was found to be a significant predictor of affective organizational commitment. The qualitative data illustrated that when a cohesive leadership team engages with teachers and involves them n decision making, supports them, and builds relationships, then teachers feel a sense of belonging. To achieve a cohesive leadership team, school administrators should work collaboratively and transparently with the leadership team and teachers to develop a common mission and vision, as well as clearly delineated expectations for all, and to share them frequently. This cooperative work creates an environment in which all educators contribute to accomplishing common goals in a cohesive manner and feel like valued members of the school community, which increases teachers' commitment.
