The Importance of a Collaborative Culture for Teachers' Job Satisfaction and Affective Commitment

Autor/inn/en	Meredith, Chloé; Moolenaar, Nienke; Struyve, Charlotte; Vandecandelaere, Machteld; Gielen, Sarah; Kyndt, Eva
Titel	The Importance of a Collaborative Culture for Teachers' Job Satisfaction and Affective Commitment
Quelle	In: European Journal of Psychology of Education, 38 (2023) 1, S.43-62 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyndt, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00598-w
Schlagwörter	Job Satisfaction; Teaching Conditions; Teacher Collaboration; Secondary School Teachers; Teacher Persistence; Predictor Variables; Cooperation; Affective Behavior + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrbedingungen; Unterrichtsbedingungen; Lehrerkooperation; Prädiktor; Co-operation; Kooperation; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school improvement processes. This study investigated the relationship between collaborative culture, affective commitment, and job satisfaction of teachers taking both collaborative cultures in the entire school, as well as in informal subgroups, into account. Survey data of 760 teachers, nested in 136 subgroups and 13 secondary schools, were analyzed using multilevel path analyses. Results show that collaborative culture in the informal subgroup is positively related to teachers' affective commitment and job satisfaction and that affective commitment is a mediator. The collaborative culture at the school level was not a significant predictor. School leaders need to be aware that there are, to some extent, subgroups within the school which develop their own collaborative culture through social contagion processes which impact job satisfaction and affective commitment to a greater extent than the school-level culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01