Predicting Teacher Commitment Using Principal and Teacher Efficacy Variables: An HLM Approach

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Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “Collective teacher efficacy and teacher commitment Theoretical and empirical studies show that there is a relationship between organizational commitment and teachers’ collective efficacy (Calik, Sezgin, Kavgaci, & Cagatay Kilinc, 2012; Ross & Gray, 2006b; Ware & Kitsantas, 2011).”
What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership (2014, methodology): “…community promote an environment in which teachers feel empowered and committed (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010; Marks & Louis, 1999; Moolenaar et al., 2010; Muijs & Harris, 2003; Printy, 2008; Thoonen et al., 2011; Ware & Kitsantas, 2011; Zembylas & Papanastasiou, 2005).”
Toward an Evolving Conceptualization of Instructional Leadership as Leadership for Learning: Meta-narrative Review of 109 Quantitative Studies across 25 Years. (2017, background): “(3) Teacher influence and teacher commitment: there was moderate evidence of teacher influence increasing teacher commitment (Sclan, 1993; Ware and Kitsantas, 2011; Weiss, 1999), framed either as “work commitment” (teachers trying their best) or “career commitment” (which is related to teacher reten”