ORGANIZATIONAL COMMITMENT OF PUBLIC SCHOOL TEACHERS: A STRUCTURAL EQUATION MODELING ANALYSIS

Q3 Social Sciences

Malaysian Online Journal of Educational Management Pub Date : 2019-01-04 DOI:10.22452/mojem/vol7no1.4

Jr. Eugenio S. Guhao

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引用次数: 2

Abstract

The study determined the level of organizational commitment of public school teachers in their identity orientation, immediacy behaviour, and teacher selfefficacy in Region XI, Mindanao, Philippines. Using descriptive-correlation and Structural Equation Modeling, the researcher selected 400 public elementary school teachers from the region through stratified proportionate sampling. Findings revealed high levels of identity orientation, immediacy behaviour, organizational commitment and a very high level of teacher self-efficacy. A significant relationship was shown between all latent exogenous variables and organizational commitment; all latent exogenous variables significantly influenced the endogenous variable organizational commitment. The most parsimonious model 5 conveyed a generalized new concept that teacher commitment was primarily grounded on continuance and affective organizational commitment, defined from the nature of identity orientation which was influenced by social and collective identity, and which must be highly reinforced with verbal and nonverbal immediacy behaviour of teachers. Structural Model 5, which depicted the direct causal relationships of identity orientation and immediacy behaviour to the organizational commitment of teachers, was found to be the best fit and most parsimonious model.

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公立学校教师组织承诺:结构方程模型分析

该研究确定了菲律宾棉兰老岛XI地区公立学校教师在身份取向、即时行为和教师自我效能方面的组织承诺水平。采用描述性相关和结构方程模型，研究人员通过分层比例抽样从该地区选出了400名公立小学教师。研究结果显示，高水平的身份取向、即时行为、组织承诺和非常高水平的教师自我效能感。所有潜在的外生变量与组织承诺之间都存在显著的关系；所有潜在的外生变量均显著影响内生变量的组织承诺。最简约的模型5传达了一个广义的新概念，即教师承诺主要基于持续性和情感组织承诺，这是由受社会和集体身份影响的身份取向的性质定义的，必须通过教师的言语和非言语直接行为来高度加强。结构模型5描述了身份取向和直接行为与教师组织承诺的直接因果关系，被认为是最适合和最节俭的模型。

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来源期刊

Malaysian Online Journal of Educational Management Social Sciences-Education

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0.90

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0.00%

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期刊介绍： The Malaysian Journal of Educational Management is interested in features manuscripts concerning recent research and developments, professional issues, administrative and leadership concerns, and creative strategies and policies to improve educational management. MOJEM publishes original contributions on educational management , administration and leadership in the widest sense: on the management planning, policy decisions, finance, human recourse development, organizational behavior, change management and alternatives in schools as well as further and higher education institutions. By promoting critical discussion on current innovations within these areas, the journal represents an excellent forum for highlighting the profile of educational management on both a national and international level. MOJEM covers the recent research and practices on key debates and controversies within the broad field of educational management planning and policy. The journal also blends the best of educational research and practice, making it a valuable resource for educators, management, policy makers, administrators, researchers, teachers, and post graduate students. Anyone in the profession of educational management may submit her/his manuscript(s) for publication consideration in MOJEM. All submission will be double-blind reviewe by at least two professional reviewers with expertise in the relevant areas . Articles may be contributed at any time for publication consideration.