CHUAN, CHUA LEE
(2011)
THE INFLUENCE OF PRINCIPAL SUPPORT, COLLEGIAL SUPPORT AND ROLE STATES ON TEACHER COMMITMENT.
In: 2ND REGIONAL CONFERENCE ON EDUCATIONAL LEADERSHIP AND MANAGEMENT.
Abstract
Although there has been a growing body of knowledge on the factors influencing commitment of teachers in the field of education, not many studies focused on commitment of technical school teachers. Acknowledging this limitation, this study aims to investigate the influence of principal support, collegial support and role states on commitment of these teachers towards the teaching profession. Commitment was investigated using Meyer and Allen’s Commitment Model (1990) which comprised of three components: affective, continuance and normative. Based on this model, the study examined the extent to which commitment can be predicted by principal support, collegial support and role states. Data were collected from 120 randomly selected technical school teachers in Sarawak, using self-administered questionnaires. Results obtained from the correlation analysis revealed that teachers who perceived high levels of principal support and collegial support were more committed to the teaching profession. However, teachers who perceived high levels of role states were relatively less committed. Principal support and collegial support were also strongly related to affective, continuance and normative commitment. Role states were negatively related to affective commitment but positively related to continuance commitment. Results from multiple regression analysis revealed that overall commitment was predicted by principal support (emotional support) and collegial support but not role states. These two predictors explained 34.5% of the variance in commitment. Based on the statistical results, implications of the findings were discussed in the context of understanding commitment. Suggestions on how to increase commitment and avenues for future research were also provided.
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