Assessment of Factors influencing teachers’ professional commitmentPublic school teachers in Western Azerbaijan province
Subject Areas :
Mehdi Kazemzadehbeytali
1
,
Ebrahim Jedi
2
,
Mohammad Hassani
3
1 - دانشجو
2 -
3 - عضو هیات علمی
Received: 2016-07-22
Accepted : 2017-02-24
Published : 2017-02-19
Keywords:
teachers,
Keywords: professional commitment,
Abstract :
The aim of this study is to investigate Factors influencing teachers’ professional commitment. Research method of study is descriptive-correlation. The statistical population of study included all male and female teachers of West Azarbaijan in the educational for data gathering in this study, a sample comprising 377 teachers in of West Azarbaijan were selected by using stratified random sampling. The data were collected through standard questionnaire of professional commitment, organizational centralization, management style, identification with school, organization cultural , decision making, self- efficacy, professional growth, work conscientiousness , job satisfaction. The reliability thorough Cronbach’s alpha coefficient was 0/75. Regression and correlation were utilized to analyze thedata.Results indicate that relationship between Factors influencing teachers ’professional commitment and professional commitment –exception of organizational centralization- were significant. Also Results of multiple regression revealed that professional growth, job satisfaction, identification with school, can predict teachers’ professional commitmentand up to about 0/377 percent of the components can be traced professional commitment.According to the results of all aspects, elements of the proposed framework is important and the recent framework can be used as a tool to assess teachers' professional commitment. The results of such studies can be used as educational tools to help planners improve the professional commitment is real teacher.
References:
فارسی
ابطحی، ح و مولایی، ن (1385). رابطه تعهد حرفه ای و تعهد سازمانی. مجله روان شناسی و علوم تربیتی، دانشگاه علامه طباطیایی دوره سوم، شماره 3، صص 25-36.
الوانی، سید مهدی (1388). مدیریت عمومی، نشر نی، تهران.
جدی، ا (1388). بررسی رابطه توانمندسازی دبیران با تعهد سازمانی، تعهد حرفه ای و رفتار تابعیت سازمانی، پایان نامه کارشناسی ارشد، دانشکده ادبیات و علوم انسانی دانشگاه ارومیه.
رابینز، ا (1380). مبانی رفتار سازمانی، ترجمه علی پارسیان و محمد اعرابی، سه جلد، چاپ چهارم، تهران: دفتر پژوهشهای فرهنگی.
رابینز، ا(1385). تئوری سازمان، ترجمۀ سید مهدی الوانی و حسن دانائی فر ، تهران، انتشارات صفار، چاپ پانزدهم.
رمزدن، پ (1997). یادگیری رهبری در آموزش عالی. (ترجمه عبدالرحیم نوه ابراهیم و همکاران). دامغان: دانشگاه علوم پایه دامغان و موسسه پژوهش و برنامه ریزی در آموزش عالی.
سلاجقه، پ (1377). بررسی تاثیر عوامل موثر بر تعهد سازمانی مدیران سطوح مختلف در صنایع کرمان (فلزات غیر آهنی )، پایان نامه کارشناسی ارشد، دانشگاه آزاد اسلامی کرمان.
شجاعی فر، ح (1379) . رابطه رضایت شغلی مدیران دانشگده ها با تعهد سازمانی آنان در دانشگاه فردوسی مشهد، پایان نامه کارشناسی ارشد دانشکده علوم تربیتی، دانشگاه فردوسی مشهد.
عباس زاده، م (1374). وجدان کار : رهیافت عملی و کاربردی، اورمیه. انتشارت انزلی، ارومیه.
کرمی نیا، ر و سلیمی، ح (1389) رابطه سبک رهبری با فرهنگ و تعهد سازمانی در نیروهای نظامی، مجله طب نظامی، دوره 12، شماره 2، 65-70.
محمدی، م (1380). توانمندسازی نیروی انسانی. فصلنامه مطالعات مدیریت شماره های 31-32، صص 232-211.
معیدفر، س و اذهانی، ق (1384). بررسی میزان نارضایتی شغلی معلمان و عوامل اجتماعی مؤثر بر آن، مجله جامعه شناسی ایران، دوره، 6، شماره 1، صص 150-135.
معین فر، ع (1379). بررسی عوامل موثر بر تعهد سازمانی در ایران، پایان نامه کارشناسی ارشد. دانشگاه شیراز.
محسنی، م (1386). رابطه توانمندسازی و تعهد سازمانی دبیران ناحیه یک شهر تهران. پایان نامه کارشناسی ارشد، دانشگاه آزاد اسلامی واحد رود هن.
مشبکی، ا (1). وجدان کاری و تحول اداری. مجله فرهنگ تعاون، شماره 12، 8-13.
انگلیسی
Ashton, P.T & Webb, B.W (1986). Making a difference: Teacher sense of efficacy and student achievement. New-York: Long man.
Bogler, R. & Somech, A (2004). Influence of teacher empowerment on teachers.
organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20, 277–289.
Chen,W., Nie, S., Lim, S., Hogan, D (2008). Organizational and Personal Predictors of Teacher Commitment: The Mediating Role of Teacher Efficacy and Identification With School.
Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323–337.
Conner, J (2007). The impact of affective factors related to work on the turnover. Intent of speech language pathologists in Texas, 46, 749-773.
Culver, S.M., Wolfe, L.M., & Cross, L. H. (1990). Testing a model of teacher satisfaction for blacks and whites. American Education Research Journal, 27(2), 323–349.
Ebmeier, H. (2003). How supervision influences teacher efficacy and commitment: An investigation of a path model. Journal of Curriculum and Supervision, 18(2), 110–114.
Eckman. E. (2004). Similarities and Differences in Role Conflict, Role Commitment, and Job Satisfaction for Female and Male High School Principals. Educational Administration Quarterly, 40(3), 366-387.
Gordan, M.E., Philport, J.W., Burt, R.E., Thompson, C.A., & Spiller. W.E (1980). Commitment to the union. Journal of Applied psychology, 65, 479- 4999.
Hall, M., Smith, D., Smith, K (2005). Accountants commitment to their profession: multiple dimensions of professional commitment and opportunities for future research, Behavioral Research in Accounting, 17, 89-109.
Hicks, G (2006) teacher empowerment in decision making process. Delray Beach, FL: st. Lucie press Inc.
Kadyschuk, R (1997). Teacher commitment: A study of the organizational commitment, Professional commitment and union commitment of teacher in public schools in Saskatchewan. Thesis of the requirements for the degree of the doctor of philosophy.
Kanan, R. & pillai, S.M (2008). An examination on the professional commitment of engineering college teacher, International Business Management, 2(6), 218-224.
Lieberman, A. (2005). The roots of educational change: International handbook of educational change. Dordrecht, Netherlands: Springer.
London, M. & Smither, W (1999). Empowered self-development and continues learning. Human resource management, 38, 3-15.
Mathieu, J. E, & Zajac, D.M (1990). A review and meta- analysis of the anteceded, correlates and consequences of organizational commitment. Psychological Bulletin. 108, 171-194.
Mowday, R.R., Steers, R.M., & Porter, L.W (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224–247.
Imani- Delshad, R. (2006). Relationship between organizational culture and organizational commitment to staff [dissertation]. Tehran: Shahid Beheshti University.
Osinsky. P, Mueller. C. (2004). Professional Commitment of Russian. Provincial Specialists. Work and occupations, (2), 193-224.
Reyes, P. (1990). Organizational commitment of teachers. In P. Reyes (Ed.), Teachers and their workplace: Commitment, performance, and productivity, 143–162.
Reyes, P. (1989). The relationship of autonomy in decision making to commitment to schools and job satisfaction: A comparison between public school teachers and mid-level administrators. Journal of Research and Development in Education, 22, 62–69.
Riehl, C., & Sipple, J. W. (1996). Making the most of time and talent: Secondary school organizational climates, teaching task environments, and teacher commitment. American Educational Research Journal, 33, 873–901.
Short, P.M., & Rinehart, J.S. (1996). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(6), 951–960.
Somech, A., & Bogler, R. (2002). Antecedents and consequences of teachers organizational and professional commitment. Educational Administration Quarterly, 38(4), 555–557
Santos, S. Emmalou, N (1998) Factors Related to Commitment of Extension professionals in the Dominican Republic. Journal of Agricultural Education, 35(3), 57 – 61.
Swansburg R. (2002) Management and leadership for nurse manager. London: Jones and Battlet, 358-359.
Short, P.M., Greer, J.T., & Melvin, W.M (1994). Creating empowered schools: Lessons in change. Journal of Educational Research, 32(4), 38–52.
Short, P.M. & Rinehart, J.S (1996). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(6), 951–960.
Tsai, K. &Wang, J (2004). The R&DPerformance in Taiwan's Electronic Industry…".R&D Management, 34(2), 179 – 189.
Voelkl, K. E (1997). Identification with school. American Journal of Education,
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Assessment of Factors influencing teachers’ professional commitmentPublic school teachers in Western Azerbaijan province
Abstract
The aim of this study is to investigate Factors influencing teachers’ professional commitment. Research method of study is descriptive-correlation. The statistical population of study included all male and female teachers of West Azarbaijan in the educational for data gathering in this study, a sample comprising 377 teachers in of West Azarbaijan were selected by using stratified random sampling. The data were collected through standard questionnaire of professional commitment, organizational centralization, management style, identification with school, organization cultural , decision making, self- efficacy, professional growth, work conscientiousness , job satisfaction. The reliability thorough Cronbach’s alpha coefficient was 0/75. Regression and correlation were utilized to analyze thedata.Results indicate that relationship between Factors influencing teachers ’professional commitment and professional commitment –exception of organizational centralization- were significant. Also Results of multiple regression revealed that professional growth, job satisfaction, identification with school, can predict teachers’ professional commitmentand up to about 0/377 percent of the components can be traced professional commitment.According to the results of all aspects, elements of the proposed framework is important and the recent framework can be used as a tool to assess teachers' professional commitment. The results of such studies can be used as educational tools to help planners improve the professional commitment is real teacher.
Keywords: professional commitment, teachers.
فارسی
ابطحی، ح و مولایی، ن (1385). رابطه تعهد حرفه ای و تعهد سازمانی. مجله روان شناسی و علوم تربیتی، دانشگاه علامه طباطیایی دوره سوم، شماره 3، صص 25-36.
الوانی، سید مهدی (1388). مدیریت عمومی، نشر نی، تهران.
جدی، ا (1388). بررسی رابطه توانمندسازی دبیران با تعهد سازمانی، تعهد حرفه ای و رفتار تابعیت سازمانی، پایان نامه کارشناسی ارشد، دانشکده ادبیات و علوم انسانی دانشگاه ارومیه.
رابینز، ا (1380). مبانی رفتار سازمانی، ترجمه علی پارسیان و محمد اعرابی، سه جلد، چاپ چهارم، تهران: دفتر پژوهشهای فرهنگی.
رابینز، ا(1385). تئوری سازمان، ترجمۀ سید مهدی الوانی و حسن دانائی فر ، تهران، انتشارات صفار، چاپ پانزدهم.
رمزدن، پ (1997). یادگیری رهبری در آموزش عالی. (ترجمه عبدالرحیم نوه ابراهیم و همکاران). دامغان: دانشگاه علوم پایه دامغان و موسسه پژوهش و برنامه ریزی در آموزش عالی.
سلاجقه، پ (1377). بررسی تاثیر عوامل موثر بر تعهد سازمانی مدیران سطوح مختلف در صنایع کرمان (فلزات غیر آهنی )، پایان نامه کارشناسی ارشد، دانشگاه آزاد اسلامی کرمان.
شجاعی فر، ح (1379) . رابطه رضایت شغلی مدیران دانشگده ها با تعهد سازمانی آنان در دانشگاه فردوسی مشهد، پایان نامه کارشناسی ارشد دانشکده علوم تربیتی، دانشگاه فردوسی مشهد.
عباس زاده، م (1374). وجدان کار : رهیافت عملی و کاربردی، اورمیه. انتشارت انزلی، ارومیه.
کرمی نیا، ر و سلیمی، ح (1389) رابطه سبک رهبری با فرهنگ و تعهد سازمانی در نیروهای نظامی، مجله طب نظامی، دوره 12، شماره 2، 65-70.
محمدی، م (1380). توانمندسازی نیروی انسانی. فصلنامه مطالعات مدیریت شماره های 31-32، صص 232-211.
معیدفر، س و اذهانی، ق (1384). بررسی میزان نارضایتی شغلی معلمان و عوامل اجتماعی مؤثر بر آن، مجله جامعه شناسی ایران، دوره، 6، شماره 1، صص 150-135.
معین فر، ع (1379). بررسی عوامل موثر بر تعهد سازمانی در ایران، پایان نامه کارشناسی ارشد. دانشگاه شیراز.
محسنی، م (1386). رابطه توانمندسازی و تعهد سازمانی دبیران ناحیه یک شهر تهران. پایان نامه کارشناسی ارشد، دانشگاه آزاد اسلامی واحد رود هن.
مشبکی، ا (1). وجدان کاری و تحول اداری. مجله فرهنگ تعاون، شماره 12، 8-13.
انگلیسی
Ashton, P.T & Webb, B.W (1986). Making a difference: Teacher sense of efficacy and student achievement. New-York: Long man.
Bogler, R. & Somech, A (2004). Influence of teacher empowerment on teachers.
organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20, 277–289.
Chen,W., Nie, S., Lim, S., Hogan, D (2008). Organizational and Personal Predictors of Teacher Commitment: The Mediating Role of Teacher Efficacy and Identification With School.
Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323–337.
Conner, J (2007). The impact of affective factors related to work on the turnover. Intent of speech language pathologists in Texas, 46, 749-773.
Culver, S.M., Wolfe, L.M., & Cross, L. H. (1990). Testing a model of teacher satisfaction for blacks and whites. American Education Research Journal, 27(2), 323–349.
Ebmeier, H. (2003). How supervision influences teacher efficacy and commitment: An investigation of a path model. Journal of Curriculum and Supervision, 18(2), 110–114.
Eckman. E. (2004). Similarities and Differences in Role Conflict, Role Commitment, and Job Satisfaction for Female and Male High School Principals. Educational Administration Quarterly, 40(3), 366-387.
Gordan, M.E., Philport, J.W., Burt, R.E., Thompson, C.A., & Spiller. W.E (1980). Commitment to the union. Journal of Applied psychology, 65, 479- 4999.
Hall, M., Smith, D., Smith, K (2005). Accountants commitment to their profession: multiple dimensions of professional commitment and opportunities for future research, Behavioral Research in Accounting, 17, 89-109.
Hicks, G (2006) teacher empowerment in decision making process. Delray Beach, FL: st. Lucie press Inc.
Kadyschuk, R (1997). Teacher commitment: A study of the organizational commitment, Professional commitment and union commitment of teacher in public schools in Saskatchewan. Thesis of the requirements for the degree of the doctor of philosophy.
Kanan, R. & pillai, S.M (2008). An examination on the professional commitment of engineering college teacher, International Business Management, 2(6), 218-224.
Lieberman, A. (2005). The roots of educational change: International handbook of educational change. Dordrecht, Netherlands: Springer.
London, M. & Smither, W (1999). Empowered self-development and continues learning. Human resource management, 38, 3-15.
Mathieu, J. E, & Zajac, D.M (1990). A review and meta- analysis of the anteceded, correlates and consequences of organizational commitment. Psychological Bulletin. 108, 171-194.
Mowday, R.R., Steers, R.M., & Porter, L.W (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224–247.
Imani- Delshad, R. (2006). Relationship between organizational culture and organizational commitment to staff [dissertation]. Tehran: Shahid Beheshti University.
Osinsky. P, Mueller. C. (2004). Professional Commitment of Russian. Provincial Specialists. Work and occupations, (2), 193-224.
Reyes, P. (1990). Organizational commitment of teachers. In P. Reyes (Ed.), Teachers and their workplace: Commitment, performance, and productivity, 143–162.
Reyes, P. (1989). The relationship of autonomy in decision making to commitment to schools and job satisfaction: A comparison between public school teachers and mid-level administrators. Journal of Research and Development in Education, 22, 62–69.
Riehl, C., & Sipple, J. W. (1996). Making the most of time and talent: Secondary school organizational climates, teaching task environments, and teacher commitment. American Educational Research Journal, 33, 873–901.
Short, P.M., & Rinehart, J.S. (1996). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(6), 951–960.
Somech, A., & Bogler, R. (2002). Antecedents and consequences of teachers organizational and professional commitment. Educational Administration Quarterly, 38(4), 555–557
Santos, S. Emmalou, N (1998) Factors Related to Commitment of Extension professionals in the Dominican Republic. Journal of Agricultural Education, 35(3), 57 – 61.
Swansburg R. (2002) Management and leadership for nurse manager. London: Jones and Battlet, 358-359.
Short, P.M., Greer, J.T., & Melvin, W.M (1994). Creating empowered schools: Lessons in change. Journal of Educational Research, 32(4), 38–52.
Short, P.M. & Rinehart, J.S (1996). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(6), 951–960.
Tsai, K. &Wang, J (2004). The R&DPerformance in Taiwan's Electronic Industry…".R&D Management, 34(2), 179 – 189.
Voelkl, K. E (1997). Identification with school. American Journal of Education,
