Organizational Climate and Teacher Commitment

Autor/in	Douglas, Stephen Michael
Titel	Organizational Climate and Teacher Commitment
Quelle	(2010), (77 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Alabama
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-5607-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Behavior; Elementary Schools; Organizational Climate; Educational Environment; Instructional Leadership; Principals; Teaching Conditions; Correlation; Teacher Persistence; Elementary School Teachers; Questionnaires; Collegiality; Institutional Characteristics; Recognition (Achievement); Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher behaviour; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Organisationsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Lehrbedingungen; Unterrichtsbedingungen; Korrelation; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fragebogen; Kollegialität; Soziale Anerkennung
Abstract	This study examined the relationship of school climate and teacher commitment in elementary schools in Alabama. A total of 67 elementary schools were surveyed and 1353 teachers voluntarily participated in the study. The instruments used in this study were the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ). The four subtests of the OCI, collegial leadership, professional teacher behavior, achievement press, and institutional vulnerability, were examined for their collective and independent relationship to teacher commitment. The four variables serve as independent variables with commitment serving as the dependent variable. Commitment was measured using the 9-item version of the OCQ. The findings indicated a relationship between school climate and teacher commitment. The results concluded that the best predictor of teacher commitment is professional teacher behavior. Furthermore, collegial leadership was also found to be a predictor of teacher commitment. Achievement press, though not directly related to teacher commitment, was found to be a good predictor of both professional teacher behavior and collegial leadership. Institutional vulnerability was found to have no direct or indirect relationship to teacher commitment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10