Please use this identifier to cite or link to this item: https://doi.org/10.3102/0002831208318259
Title: Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school
Authors: Chan, W.-Y.
Lau, S.
Nie, Y.
Lim, S. 
Hogan, D.
Keywords: Identification with school
Organizational politics
Reflective dialogue
Teacher commitment
Teacher efficacy
Issue Date: 2008
Source: Chan, W.-Y., Lau, S., Nie, Y., Lim, S., Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American Educational Research Journal 45 (3) : 597-630. ScholarBank@NUS Repository. https://doi.org/10.3102/0002831208318259
Abstract: This study tested a predictive and mediation model of teacher commitment. Teacher efficacy and sense of identification with school were hypothesized to mediate the relations of an individual antecedent (teaching experience) and two organizational antecedents (perceived organizational politics and reflective dialogue) to teacher commitment. Multigroup structural equation modeling was used to test and validate the mediation model across two independent samples of teachers. Perceived organizational politics was found to be negatively related to teacher commitment, whereas reflective dialogue and teaching experience were positively related. Teacher efficacy and identification with school were found to completely mediate the relations between the three antecedents and teacher commitment. © 2008 AERA.
Source Title: American Educational Research Journal
URI: http://scholarbank.nus.edu.sg/handle/10635/44628
ISSN: 00028312
DOI: 10.3102/0002831208318259
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