Antecedents and Consequences of Teacher Organizational and Professional Commitment

By A. Somech, Ronit Bogler. 2002

387 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5b70bb74d6beadc6a9771cc12319f7dd08211936

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Citations in the corpus

Going Beyond Role Expectations: Toward an Understanding of the Determinants and Components of Teacher Organizational Citizenship Behavior (2006, background): “This led, among other things, to schools that are dependent on teachers who are committed to school goals and values and more willing to exert considerable effort beyond minimal formal role expectations, as Somech and Bogler (2002) postulated.”
Teacher team commitment, teamwork and trust: exploring associations (2005, background): “Linkages have been found between organizational commitment and good organizational citizenship and extra-role behaviors (Organ and Ryan, 1995; Shore and Wayne, 1993; Somech and Bogler, 2002).”
Organizational and Personal Predictors of Teacher Commitment: The Mediating Role of Teacher Efficacy and Identification With School (2008, background): “Somech and Bogler (2002) demonstrated that teachers’ professional commitment, but not organizational commitment, predicted organizational citizenship behavior toward students.”
Promoting Organizational Citizenship Behavior in Schools: The Impact of Individual and Organizational Characteristics (2007, background): “But today more than ever, schools encounter forces restricting their ability to motivate teachers externally to engage in such extra-role behaviors (DiPaola & Tschannen-Moran, 2001; Somech & Bogler, 2002; Van Der Vegt, Van De Vliert, & Oosterhof, 2003).”
Participative Decision Making in Schools: A Mediating-Moderating Analytical Framework for Understanding School and Teacher Outcomes (2010, background): “…research has long stressed the importance of teacher participation in managerial decisions (concerning overall policies and goals), the bureaucratic nature of schools seems to obstruct movement in this direction (e.g., Keedy & Achilles, 1997; Reitzug & Capper, 1996; Somech & Bogler, 2002).”
Group-Level Organizational Citizenship Behavior in the Education System: A Scale Reconstruction and Validation (2007, background): “Accordingly, by emphasizing the values of collaboration and social responsibility, principals may encourage the spread of goodwill, and provide opportunities for teachers to engage in the kind of OCB that makes the difference between a mediocre school and an excellent school (Somech & Bogler, 2002).”
Knowledge workers: what keeps them committed; what turns them away (2007, background): “, 1974; Williams and Hazer, 1986), lower absenteeism (Angle and Perry, 1981; Sagie, 1998), higher motivation and involvement (Farrell and Rusbult, 1981; Somech and Bogler, 2002; Stumpf and Hartman, 1984), higher job performance (Angle and Perry, 1981; Mowday et al.”
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019, background): “Teacher commitment represents the relationship between teachers and their organization and the profession: their belief in their goals and effectiveness, their readiness to expend energy on their behalf, and their desire to continue (Somech & Bogler, 2002).”
Teachers’ Commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong (2015, background): “Moreover, commitment has been shown to exert an influence on students’ achievement gains and their attitude towards school (Ebmeier, 2003; Firestone, 1996; Ingersoll, 2001; Park, 2005; Somech & Bogler, 2002; Tsui & Cheng, 1999; Weiss, 1999).”
Teachers’ Personal and Team Empowerment and Their Relations to Organizational Outcomes: Contradictory or Compatible Constructs? (2005, background): “…among teachers does not lead to significant collaboration in reflection and problem solving concerning professional issues (Madsen & Hipp, 1999), teachers will apparently continue to seek to reinforce their professional commitment through their activities in the class (Somech & Bogler, 2002).”
Influence of Teacher Empowerment on Teachers' Organizational Commitment, Professional Commitment and Organizational Citizenship Behavior in Schools. (2004, background): “In another study, Somech and Bogler (2002) found that teachers’ participation in technical decisions did not predict organizational commitment; however, teachers’ participation in managerial decisions was found to predict organizational commitment.”
Organizational Citizenship Behavior in Teaching: The Consequences for Teachers, Pupils, and the School. (2009, background): “On the practical level, due to schools' dependency on teachers who are committed to school goals and more willing to exert considerable effort beyond minimal formal role expectations, as Somech and Bogler (2002)”
Teacher commitment and its effects on student achievement in American high schools (2005, background): “Next, teacher commitment to the teaching profession as an occupational commitment is a positive affective attachment to one’s occupation (Somech & Bogler, 2002).”