Predicting Teacher Commitment as a Multi-Foci Construct in a Multi-Cultural Context: The Effects of Individual, School, and District Level Factors

Autor/inn/en	Yang, Guang; Badri, Masood; Al Rashedi, Asma; Almazroui, Karima
Titel	Predicting Teacher Commitment as a Multi-Foci Construct in a Multi-Cultural Context: The Effects of Individual, School, and District Level Factors
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 3, S.301-319 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Guang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1588722
Schlagwörter	Foreign Countries; Teacher Motivation; Cultural Pluralism; Public School Teachers; Teacher Characteristics; Teacher Student Relationship; Collegiality; Gender Differences; Teacher Background; Predictor Variables; Socialization; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Kulturpluralismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Kollegialität; Geschlechterkonflikt; Prädiktor; Socialisation; Sozialisation; Vereinigte Arabische Emirate
Abstract	A 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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01