Teacher commitment and its effects on student achievement in American high schools

By Insim Park. 2005

192 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cb73477695bddc80e0dfacc67319530e6cce9b32

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Citations in the corpus

The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement (2016, background): “Based on the assumption that committed teachers develop strong interests in student learning and school life, Park (2005) defined teacher commitment as teachers’ devotion to and responsibilities for student learning and behaviour.”
Choosing Teaching Profession as a Career: Students' Reasons. (2014, background): “While some researches include opportunities (Borchert, 2002) and some others imply teacher factor (Goh & Atputhasamy, 2001; Park, 2005; Cermik, Dogan, & Sahin, 2010; Kok, 2012).”
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).”
The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational Commitment (2011, background): “In general, empirical research has indicated that leadership has a direct effect on employees’ organizational commitment (Koh et al., 1995; Nguni et al., 2006; Ostroff, 1992; Park, 2005).”
On Teacher Hope, Sense of Calling, and Commitment to Teaching. (2012, background): “(pp. 497-98) Above all else teachers are strongly committed to their students, regardless of the type of school within which they work, and females are most committed (Park, 2005).”
The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach (2009, result): “This finding confirms previous research by Park (2005) and Tsui and Cheng (1999).”
The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education (2015, unknown): “Previous research has found that teacher commitment can be influenced by the teacher’s personal characteristics, such as gender and highest qualification held (Park, 2005), as well as student characteristics such as students’ academic levels (Dannetta, 2002) and socio-economic status (Rosenholtz & S”
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “Students of satisfied teachers and of teachers who are psychologically well are more likely to attain than students whose teachers are dissatisfied or emotionally exhausted (Arens & Morin, 2016; Day, 2008; Park, 2005).”
Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting (2016, unknown): “Park (2005) affirmed that teachers who have high organizational commitment are”