A Systematic Review of Empirical Evidence on Teachers' Organizational Commitment 1994-2018

Autor/inn/en	Bogler, Ronit; Berkovich, Izhak
Titel	A Systematic Review of Empirical Evidence on Teachers' Organizational Commitment 1994-2018
Quelle	In: Leadership and Policy in Schools, 21 (2022) 3, S.440-457 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bogler, Ronit) ORCID (Berkovich, Izhak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1774783
Schlagwörter	Teacher Attitudes; Teacher Motivation; Teacher Characteristics; Predictor Variables; Demography; Psychological Characteristics; Resilience (Psychology); Teacher Role; Teacher Administrator Relationship; School Culture + Suchen Sie Ihr Suchwort? Lehrerverhalten; Prädiktor; Demografie; Lehrerrolle; Schulkultur; Schulleben
Abstract	This article aims to integrate over two decades of empirical research findings on teachers' organizational commitment (OC) to explore its antecedents and outcomes. Via a criteria-based approach, 68 peer-reviewed quantitative empirical articles published between 1994 and 2018 were identified and included for analysis. A systematic review revealed three core themes: demographic, within-person, and role-related predictors of teachers OC; interpersonal and contextual predictors of teachers' OC; and outcomes of teachers OC. Our review detected major "blind spots" related to antecedents, mediators, and moderators, and outcomes. Recommendations are provided to help advance knowledge on teachers' OC in upcoming decades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01