Organizational and Personal Predictors of Teacher Commitment: The Mediating Role of Teacher Efficacy and Identification With School

By W. Chan, S. Lau, Y. Nie, Sandy Lim, David Hogan. 2008

299 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ed7865f94075130bf4da2f20cc847ec5d1377309

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Citations in the corpus

Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment (2014, background): “Following these factors, commitment not only promotes a healthier prospect of work, but it also facilitates achievement and investment toward realizing goals (Chan et al., 2008; Fresko et al., 1997; Tsui & Cheng, 1999).”
Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, unknown): “Likewise, Chan et al. (2008) used SEM on data from 2,130 primary school teachers and 1,587 secondary school teachers in Singapore. A positive relationship was found between teachers’ self-efficacy and commitment in both groups (β=0.26 and β=0.22, CR>2.0, respectively). The definition of commitment o”
Exploring commitment and turnover intentions among teachers : What we can learn from Hong Kong teachers (2015, background): “In this way teachers will more closely identify with the school (Chan et al., 2008) and perhaps their affective commitment will increase as a result.”
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “Teachers who identify with the school (sense of school belonging and valuing the activities in the school) show high levels of teacher commitment to the teaching profession (Chan et al., 2008).”
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers (2012, background): “In addition, our decision to include “feeling skilled” was based on evidence supporting the idea that teachers’ levels of self-efficacy predict their commitment to teaching (Chan et al., 2008; Coladarci, 1992).”
Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “Findings from prior studies conducted in schools suggest that teacher self-efficacy is associated with a range of positive outcomes for both teachers and students: more specifically, teacher selfefficacy is positively associated with teacher commitment, job satisfaction, engagement in professional l”
Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran (2018, result): “Our results extend prior research conducted internationally in this domain by revealing how leader self-efficacy and instructional leadership interact to shape collective teacher efficacy and teacher commitment (Brinson and Steiner, 2007; Chan et al., 2008; Goddard et al., 2000, 2004).”