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Teachers
Teachers commitment focuses: commitment
a three-dimensioned view focuses
Mehmet Karakus
Faculty of Education, Frat University, Elazig, Turkey, and 425
Battal Aslan
Faculty of Education, Inonu University, Malatya, Turkey Received 12 March 2007
Revised 3 July 2007
Accepted 21 February 2008
Abstract
Purpose The purpose of this research is to determine high school teachers organizational
commitment levels, their commitment focuses and variables to which their commitments are related.
Design/methodology/approach A survey-based descriptive scanning model was used. The
study was carried out in Elazig city on teachers working in public and private high schools. Taking in
the whole population, the questionnaire was administered to 1,017 teachers.
Findings The results show that teachers commitment focuses, their types and levels of
commitment to these focuses vary according to their personal characteristics such as gender, marital
status and tenure. Although female teachers are more affectively and normatively committed to the
teaching profession than their male counterparts, they have low levels of normative commitment to the
work group and low levels of continuance commitment (based on lack of investments) to the school in
which they work. Married teachers are less affectively and normatively committed to the teaching
profession than unmarried ones. However, married teachers continuance commitment levels to the
teaching profession and to the school in which they work are higher. As tenure increases, perceptions
of investments having been made in schools increase and therefore teachers continuance commitment
levels to the focus of the school in which they work increase. Although one-to-five year tenured
teachers have the highest levels of normative commitment to the teaching profession, they are the least
affectively and normatively committed to the focus of work group.
Research limitations/implications The focus of the study is teachers working at high schools.
Teachers working at various school levels may be committed to different focuses or to the same focus
at different levels. It may be that a larger study across school levels would have revealed differences
across them. Also, the underlying reasons why some teachers are committed to some focuses may be
probed more profoundly.
Practical implications Keeping in mind the importance of teachers commitment to various
focuses and its effects on school effectiveness, educational leaders should take necessary measures to
remedy the troubles which cause teachers lack of commitment. In this context, school leaders may
attempt to strengthen: female teachers weak normative bonds to the work group, married teachers
weak affective and normative bonds to the teaching profession, and new teachers weak affective and
normative bonds to the work group. The findings reveal the need for more supportive and integrative
managerial actions to raise teachers levels of commitment. School leaders may be more concerning
and develop special strategies contingent on their employees personal characteristics to create high
commitment workplaces.
Originality/value The relevant literature shows that the types and levels of teachers commitment
focuses are quite an under-researched area and the study has contributed to ones understanding of
these issues. Journal of Management Development
Vol. 28 No. 5, 2009
Keywords Job satisfaction, Teachers, Schools, Turkey pp. 425-438
q Emerald Group Publishing Limited
Paper type Research paper 0262-1711
DOI 10.1108/02621710910955967
JMD Theoretical background
28,5 There are various definitions of commitment in the related literature stemming from
various approaches to this concept. According to the affective approach; commitment
is the relative strength of a persons identification with and involvement in an
organization (Mowday et al., 1982). According to Buchanan (1974); commitment is a
partisan or affective attachment to the aims and values of an organization, to ones role
426 in relation with these aims and values and to an organization for its own sake.
According to the cost-benefit approach; commitment is a result of the perception of
benefit asociated with staying in and the perception of cost associated with leaving
from an organization (Kanter, 1968). According to the normative approach;
commitment is the aggregate internalized normative pressures to conduct in a
manner which meets organizational objectives and interests (Wiener, 1982).
Commitment is not a monolithic but rather a multi-faceted concept. There are many
focuses to which a persons commitment is directed. Commitment to coalitions and
constituencies within an organization (managers, owners, customers, rank-and-file
employees etc.) (Reichers, 1985), commitment to top managers and supervisors
(Gregersen, 1993), commitment to career (Chang, 1999), commitment to unions (Deery
et al., 1994), commitment to a programme (Neubert and Cady, 2001), commitment to an
occupation or profession (Vanderberg and Scarpello, 1994; Rowlinson, 2001; Wallace,
1993), commitment to job (Aremu and Adeyoju, 2003) and commitment to workfellows
(Yoon et al., 1994) can be deemed among these focuses.
In the perspective of Meyer and Allen (1997), there are three types of commitment;
affective, continuance and normative commitment which will be explained as follows:
Affective commitment
It refers to an employees emotional attachment to, identification with and involvement
in an organization. Such employees continue employment with an organization
because they want to do so. There are several mental processes which give raise to the
development of affective commitment, such as: retrospective rationality, classical
conditioning, causal attribution and personal fulfillment (Meyer and Allen, 1997).
According to the related literature, in these circumstances employees can develop
affective commitment: in a more decentralized organizational structure (Robbins,
1997), in an organizational structure having an open and honest communication
network (Zangaro, 2001), in an organizational culture encouraging participation
(Parnell and Crandall, 2003), when they have opportunity of participation in decision
making (Somech and Bogler, 2002), especially strategically important decisions (Lines,
2004; Celep, 2000), and when they are effected by the outcomes of these decisions
(Torka, 2004), when they have opportunity of participation in strategic planning
process (Oswald et al., 1994), when they are provided with authonomy (Firestone and
Pennell, 1993), when they have opportunity of reaching knowledge and other resources
in organization (McDermott et al., 1996), when strategic objectives (Enriquez et al.,
2001), expectations (OCreevy et al., 1997) and the vision (Oswald et al., 1994) of
organization are communicated to them, when they are treated fairly and justly (Martin
and Bennett, 1996; Naumann et al., 1998), when they have adequate payment (Abdulla
and Shaw, 1999), when there is a congruance of ethical values between employee and
organization (and/or manager or supervisor) (Schwepker, 1999; Peterson, 2003;
Janssen, 2004), when they have a supportive, facilitative and hearthy leader (Kidd and
Smewing, 2001; Hui et al., 2004) and when they find their leader (or supervisor) Teachers
trustworthy (Perry, 2004). commitment
Continuance commitment focuses
It refers to an awareness of the costs associated with leaving from and the benefits
associated with staying in an organization. Such employees link to and remain in an
organization because they need to do so (Meyer and Allen, 1997). 427
By making side bets employees think that something would be forfeited if they
discontinued membership. Side bets involve the investments of valuable things (e.g.,
time, effort, money) that an employee would lose if he/she left the organization.
Another antecedent of continuance commitment is the perceptions of employment
alternatives. Employees perceptions about the viability and availability of
employment alternatives are negatively correlated with continuance commitment. In
other words employees who think their alternatives are few develop stronger
continuance commitment (Meyer and Allen, 1997). For most employees, perceived
costs associated with leaving increase as they get older and increase their
organizational tenure because of the accumulation of their investments (retirement
money, job security, status, unused vacations etc.) (Allen and Meyer, 1993; Abdulla and
Shaw, 1999) and married employees identifying themselves with provider role (as the
primary wage earners for their families and children) percieve higher costs of leaving
(Mellor et al., 2001).
Normative commitment
It reflects a feeling of obligation to continue employment. Such employees feel that
theyre in debt and ought to remain with an organization. It develops on the basis of a
collection of pressures stem from values that individuals learn during their familial,
cultural and organizational socialization processes. Through conditioning (rewards
and punishments) and modeling (observation and imitation of others) people learn
these values (Meyer and Allen, 1997). In the view of social exchange theory,
organizations supportive practices that make employees feel valued arises feelings of
obligation and indebtedness through the reciprocity norms and as a result, normative
commitment develops (Fuller et al., 2003; Shore and Wayne, 1993; Haar and Spell, 2004;
Wheaton, 1999; Joshi and Stump, 1999).
In this study, through this three dimensioned view and in the aspects of some
demographic variables, teachers commitment focuses are examined.
Methodology
In this study survey based descriptive scanning model was used. The population of the
study consists of high school teachers who work in Elazig city center (total 1,124
teachers) in 2005 academic year. All the population was thought to be reachable,
therefore a sample was not taken and the population was directly worked on. While the
questionnaire was administered, 1,017 teachers of 1,124 (which form the population)
was reached and 983 of the questionnaires (87.4 percent of the population) was
validated and evaluated.
The questionnaire was inspired by Meyer and Allens three dimensioned
organizational commitment scale. This scale was rearranged to measure the focuses
of commitment and necessary regulations were made on the items. After the literature
JMD on organizational commitment was examined, the questionnaire draft was developed
28,5 by the investigators. The opinions of specialists and teachers were taken about the
content and the language of this draft and necessary improvements were made. The
final case of the questionnaire had 21 items. There were three dimensions and each
dimension had seven items.
After the questionnare was administered, factor analysis test of Kaiser-Meyer-Olkin
428 Measure of Sampling Adequacy (KMO) and Cronbach Alpha Coefficient was
computed. According to the results, KMO was 0,855 and Cronbach Alpha Coefficient
was 0,83 for the overall questionnaire. Reliability analysis results for each item and
generally for each dimension are showed in Table I.
The answers given to the questions were graded as never (1); rarely (2); sometimes
(3); usually (4); and always (5). Data were analyzed by using SPSS programme, their
standard deviations and arithmetic averages were computed and the techniques of
t-test (for the variables of gender and marital status) and One-Way ANOVA (for the
variable of tenure) were used in order to determine if there were any meaningful
differences according to these demographic variables. For the interpretation,
arithmetic averages were graded as; never, 1.00-1.80; rarely, 1.81-2.60; sometimes
2.61-3.40; usually 3.41-4.20; always, 4.21-5.00.
Marital status
According to the t-test (see Table II) results (which has been made between married
n 781, 79.5 percent and unmarried: n 202, 20,5 percent teachers): The married
teachers affective commitment levels to the teaching profession are less than
unmarried ones (item 3, x 4:31 . x 4:07). This may stem from the weakening of
their affective bonds to this profession due to the disruptive effects of their outside
school burdens (family, child etc.). However, the married teachers perceptions of
person-job fit levels are more than the unmarried ones (item 7, x 3:48 . x 3:24).
The married teachers may have developed behavioral commitment to this profession
by the mental process of retrospective rationality.
As expected, married teachers continuance commitment levels to the teaching
profession are more than the unmarried ones. Because the married teachers
perceptions of monetary costs associated with leaving this profession are higher (item
14, x 1:81 . x 1:54) probably due to their familial responsibilities. Also the
married teachers continuance commitment levels to the school in which they work are
higher than the unmarried ones. Because they perceive higher their investments in the
school in which they work (item 12, x 2:81 . x 2:27). The investments (time or
JMD
Male Female
28,5 (n 682, 69.4%) (n 301, 30.6%)
Item x SD x SD t p DF
effort) they have made in time or difficulties of relocation for a family may cause
married teachers to develop continuance commitment to a school.
Married teachers are less normatively committed both to the focus of teaching
profession (item 15, x 1:95 , x 2:27 [reversed] and item 21, x 3:96 . x 3:66)
and to the focus of the school in which they work (item 18, x 1:76 , x 2:14
[reversed]). Married teachers familial responsibilities normative pressures (by
affecting their normative priorities) may have weakened their normative commitment
to the aforesaid focuses.
Tenure
Teachers were divided into five tenure groups (a: 1-5 year, n 140, 14.2 percent; b: 6-10
year, n 208, 21.2 percent; c: 11-15 year, n 343, 34.9 percent; d: 16-20 year, n 130,
13.2 percent; e: 21 year and above, n 162, 16.5 percent). Acording to the One Way
ANOVA results (see Tables III and IV) there were some meaningful differences among
groups:
The 16-20 year (d) tenured teachers (item 1, x 4:12) are the most affectively
committed ones to the focus of teaching profession (a, x 3:68; b, x 3:46; c, x 3:70
and e, x 3:23). As seen, 21 and above (e) tenured teachers are the least affectively
Married Unmarried
Items (n 682, 69.4%) (n 301, 30.6%)
x SD x SD t p DF
1 3.68 1.16 3.46 1.25 3.70 1.10 4.12 0.99 3.23 1.49 11.473 0.000 * a-e, b-d, c-d, c-e, d-e
4 2.79 1.21 2.61 1.23 2.22 1.24 2.42 0.92 2.31 1.37 7.149 0.000 * a-c, a-e, b-c
6 3.16 1.22 2.79 1.41 3.36 1.23 3.70 1.30 3.1 1.44 11.269 0.000 * a-d, b-c, b-d, d-e
7 3.39 1.09 3.09 1.25 3.47 1.15 3.93 1.06 3.45 1.26 10.457 0.000 * a-d, b-c, b-d, c-d, d-e
12 2.15 0.98 2.46 1.09 2.69 0.96 3 0.99 3.23 1.25 25.497 0.000 * a-c, a-d, a-e, b-d, b-e, c-e
14 1.43 0.81 1.63 0.69 1.69 0.76 2.35 1.06 1.85 1.03 23.381 0.000 * a-d, a-e, b-d, c-d, d-e
19 2.5 1.14 2.87 1.25 3.13 1.02 2.82 1.16 3.11 1.17 9.222 0.000 * a-c, a-e
21 4.2 1 3.77 1.23 2.64 1.07 3.72 0.85 3.41 1.24 10.271 0.000 * a-b, a-c, a-d, a-e, b-e
Note: p , 0.01 *
meaningful differences
results)
focuses
commitment
Teachers
(one-way ANOVA
Table IV.
JMD committed ones to this focus. These teachers look as if expecting their retirement. The
28,5 findings showing 16-20 year tenured teachers have the highest level of retrospective
rationality (item 6, x 3:70) and the highest level of positive perception of person-job
fit (item 7, x 3:93) in relation with the teaching profession, look explanatory for why
they have the highest level of affective commitment to this profession.
1-5 year (a) tenured teachers (item 4, x 2:79 [reversed]) are the least affectively
432 committed ones to the focus of work group (b, x 2:61; c, x 2:22; d, x 2:42;
e, x 2:31). This connotes that these new teachers may have some problems in the
processes of vocational and organizational socialization and they have not properly
integrated with their work groups.
Supportively to the former research results (Allen and Meyer, 1993; Abdulla and
Shaw, 1999); as tenure increases, teachers perceptions of investments they have made
in their schools increase and therefore their continuance commitment levels to the focus
of the school in which they work increase (item 12: a, x 2:15; b, x 2:46; c, x 2:69;
d, x 3; e, x 3:23). Besides 16-20 year (d) tenured teachers continuance commitment
(item 14, x 2:35) to the teaching profession developed on the basis of monetary
benefits are at the highest level (a, x 1:43; b, x 1:63; c, x 1:69; e, x 1:85).
They perceive to leave this profession as too costly and they are the most concerning
group about this matter.
Similarly to the affective commitment dimension, 1-5 year (a) tenured teachers (item
19, x 2:5) are the least normatively committed ones to the focus of work group
(b, x 2:87; c, x 3:13; d, x 2:82; e, x 3:11). However, these 1-5 tenured (item 21,
x 4; 2) teachers are the most normatively committed ones to the focus of teaching
profession (b, x 3; 77; c, x 2:64; d, x 3:72; e, x 3:41). Here it can be said that
although these new teachers have not been completely socialized culturally (with group
culture and school culture) and they have not been properly integrated with their work
groups; they value the importance and meaning of the teaching profession and they
have normative bonds with this profession.
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