Promoting Commitment: The Influence of School Culture and Work-Related Emotional Variables on the Affective Commitment of Teachers at German All-Day Schools

Karsten Wutschka, Karin Lossen
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Abstract

A variety of reform and development efforts in the German educational system, especially the extension of the school day, going along with an increasing autonomy of individual schools and extending demands on teachers led to growing interest in business science concepts being applied in the field of school development research. A main emphasis lies in the commitment of teachers who are responsible for the implementation and the success of these reforms. The aim of this paper is to identify reasons that lead to a high level of commitment of the teaching staff with a focus on German all-day schools. The intended results will be obtained by a structural equation model based on the information provided by 649 primary all-day school teachers. In addition to the relationships with other actors in the school, which are summarised under the heading of school culture, variables relating to the personalities of the teachers can be identified as predictive.
促进承诺:学校文化和工作相关情绪变量对德国全日制学校教师情感承诺的影响
德国教育系统的各种改革和发展努力,特别是在校时间的延长,以及个别学校自主权的增加和对教师的要求的扩大,导致人们对商业科学概念在学校发展研究领域的应用越来越感兴趣。一个主要的重点在于教师的承诺,他们负责这些改革的实施和成功。本文的目的是找出导致教师对德国全日制学校的高水平承诺的原因。基于649名小学全日制教师提供的信息,通过结构方程模型得到预期结果。除了在学校文化的标题下总结的与学校其他行为者的关系之外,与教师个性有关的变量可以被确定为预测性的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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