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Cammellia Othman, Jati Kasuma/ International Journal of Advanced and Applied Sciences, 4(3) 2017, Pages: 94-100
Teacher’s commitment may be directed towards milieu, social system and culture. It also explains
a number of entities; for example, to student’s milieu is the characteristics of persons or groups
success, to the occupation of teaching, to the school within the school environment. Several factors of
as an organization or to specific programs. From this variable effect the school environment. For
these, the teachers’ commitment to their schools as example, it is suggested teacher’s stability (teacher
organizations served as the focus of the present characteristics) is important. Accordingly, the author
study. Schools can become efficient when there are reports teacher’s attitudes toward work (teacher
committed teachers. Thus, creating a positive school morale) correlate with the school environment.
climate can be a great help to make teachers There are several factors in the social system
committed. School heads and administrators need to variable that effect school environment, such as
know the factors that are related to school climate. A shared teacher decision-making, good
positive school culture is the critical first step communication and teacher-student relationships.
administers need to encourage. Thus, the school Culture is the final variable and includes these three
management should be responsible in playing a vital important factors namely teacher commitment,
role in creating a good working environment for the expectations, praise and rewards. The prior studies
teachers. Hence, it would lead to improvement of of organizational climate focused on health and
students’ behavior and academic achievement. openness. Although health and openness are
Climate of the school should be in a state that is different things, they do overlap. The evaluation of a
conducive to ensure that students and teachers feel school supposed open is most likely healthy and in
comfortable to be in school, thus allowing the turn a healthy school is most often an open one (Hoy
teaching and learning process to go smoothly. et al., 2002). In an effort to evaluate climate by
In addition, a positive school climate has also combining health and openness, Hoy et al. (2002)
become part of the claims in the educational arena to developed the work of Hoy et al. (1998) to build the
create a perfect society in terms of physical, Organizational Climate Index (OCI). The OCI
emotional, spiritual, intellectual and personality in coverings four dimensions: professional teacher,
line with the National Education Philosophy. achievement press, collegial leadership and
Therefore, this research will attempt to study the institutional vulnerability. The collegial leadership
predictability of the key dimensions of school subtest emphasizes how the principal treats teachers
climate in related to headmaster and teachers as professional colleagues and the openness of the
behavior. principal. The collegial leadership subtest also looks
With many experiences in educating elementary at the principal’s clear expectation and standards for
school, the researcher has become gradually more the teacher. The teacher professionalism subtest
interested and aware of the way in which school emphasizes on the openness of the teacher-to-
climate influences teachers’ motivation, satisfaction teacher collaboration. The academic press subtest
and dedication in their work. Having taught in indicates the relationship between the school and
different grades and having the opportunity to academic success of the students. Finally, the
explore the work of teachers and the impact they institutional vulnerability subtest indicates the
have within schools regarding various school relationship between the school and the community.
attributes towards their commitment and job
satisfaction, the researcher strongly believes that 2.2. Collegial leadership
school climate has a major effect on teachers’
commitment. In order to achieve these goals, Hoy et al. (2002) defined collegial leadership as
teachers’ potential must be realized to the maximum. the principal behavior pointed toward meeting both
Thus, objectives of this research are to investigate social needs of the faculty and achieving the goals of
the relationship between the four dimensions of the school. The principal treats teacher as colleagues,
school climate as well as teachers commitment and egalitarian, is open and friendly but at the same time
finally to investigate the significant predicator of sets clear teacher’s expectancies and standards of
school climate dimensions for teachers’ performance. Current research has additionally
commitment. suggested that the principal’s influence has an
indirect effect on learning and is mediated by their
2. Literature review interactions with others, situational events and the
organizational and cultural factors of the school
2.1. Organizational/School climate dimensions (Hallinger and Heck, 1998; Hoy et al., 2006;
Leithwood et al., 2004). Maslowski (2001) further
Halpin and Croft (1963) described stated that an association exits between leadership
Organizational Climate as the personality of the values and behaviours and school culture and that
school and conceptualized it along continuum from different school cultures can be identified with
open to close. On the other hand, Anderson (1982) different consequences for student’s outcomes.
uses the analogy ‘Personality is to the individual Furthermore, research studies exploring the indirect
what ‘climate’ is to the ‘organization’ to effect of principal leadership on student outcomes
conceptualize what the school climate is. It further have suggested that educational leadership is related
explains the four variables that appear to be tied to to the organization and culture of the school, which
the total environmental quality which are ecology, is related in turn to student achievement (Witziers et
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al., 2003). Researchers have found that certain leadership indirectly worked through an academic
behaviors of principals such as being competent press to predict student achievement. Meanwhile,
managers, promoting professional growth and Hoy (2003) measured the climate of 97 high schools
curriculum development, and empowering teachers in Ohio. The aim of their study was to measure the
all encourage teachers to trust their principals. They relationship between organizational climate and
also discovered that the most important factor faculty trust. The schools were diverse in terms of
leading to a teacher trusting a principal is the geographic areas in such that they were urban, sub-
principal being kind to the teacher. An effective urban and rural schools. The design of the study was
principal realizes that pride in the school has its quantitative. The Organizational Climate Index was
origins in achievement on several levels such as used to measure four general dimensions of school
personal, classroom and school (Sweeney, 1992). climate. The four dimensions studied were
When principals involve teachers in school decisions, institutional vulnerability, collegial leadership,
it will lead to a greater faculty effort, persistence and professional teacher behavior and achievement
commitment (Hoy et al., 2002). press. The research findings indicated that
achievement press as one of climate characteristics
2.3. Teacher professionalism behavior promotes trust in parents and students, which leads
to higher commitment to achieving excellence. They
Hoy et al. (2002) marked Professional Teacher also discovered that when students, teachers and the
Behavior is with respect for colleague competence, school value academic achievement, they demand for
commitment to students, autonomous judgement higher standards and more improvement.
and mutual cooperation and support of colleagues.
These researchers have found that professional 2.5. Institutional vulnerability
teacher behavior is positively related to the
organizational commitment of teachers. Teachers Institutional vulnerability is the extent to which
are more likely to be committed to a school. At the the school is vulnerable to a few vocal parents and
same time, they work collaboratively and support citizen groups. High vulnerability suggests that both
one another. Prior research made by Hoy and principals and teachers are unprotected and put on
Woolfolk (1990) and Smith et al. (2009) supported a the defensive level (Hoy et al., 2002). Despite a
strong connection between professional teacher suspected relationship, previous research fails to
behavior and teacher commitment. Thus, Smith et al. support this theoretical link. The research (Hoy et al.,
(2009) studied is significant because the OCI was 1991) does support a link to student’s achievement,
used in the study. and the collection of all the subtests collectively
frames this study.
2.4. Achievement press The previous study showed that Institutional
vulnerability is negatively related to the
Achievement press explains a school that sets organizational commitment of teachers. A school
high, but achievable goals, academically and that can be influenced by a little group of influential
standards. Students persist, strive to accomplish and parents or community members can expect a low
are respected by both students and teachers for their level of teacher commitment. This is because
academic achievement. Parents, teachers, and the teachers have little reason to believe they will be
principal all exert pressure for high standards and supported or protected from these parties.
school development.
Regarding the above, two studies were made 2.6. Teachers commitment
that combined the OHI dimensions of academic
emphasis, resource support and principal influence Teacher’s commitment is central in improving
to form a second-order factor, academic press. teacher performance and student learning and to
Firstly, a study in 97 high schools (Hoy et al., 2002) reduce teacher’s turnover or intentions to leave the
added collective teacher efficacy as a variable and profession (Hausman and Goldring, 2001). They
examined the relationships among academic press, conducted a study on teacher commitment in the
collective teacher efficacy and student achievement. United States which was aimed at comparing levels
Researchers also found that academic press only of teachers’ commitment in magnet, referring to
indirectly predicted students’ achievements through schools which have teachers who chose where they
collective teacher efficacy. want to work and non-magnet schools is that schools
Then, in 146 elementary schools, instructional with teachers who were assigned.
leadership (Alig-Mielcarek, 2003) was added as a The results showed that magnet teachers rated
variable and the relationships among academic their commitment higher than their peers in non-
press, instructional leadership and student magnet schools. The magnet schools were
achievement was examined. Findings included characterized by higher levels of teacher autonomy,
positive correlations between academic press and all while the non-magnet teachers reported greater goal
aspects of instructional leadership. In addition, congruence. The results showed that teachers had a
academic press significantly predicted reading lower commitment in non-magnet schools serving
achievement (β = 0.16, p < 0.01) and math higher proportions of poor students. Thus, these
achievement (β = 0.23, p < 0.01). Instructional results show that teachers’ level of professional
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0.324). The significant bivariate relationships were achievement press and collegial leadership (r =
identified between certain pairs such as collegial 0.376, p-value = 0.000), achievement press and
leadership and institutional vulnerability (r = 0.213, professional teacher behaviour (r = 0.599, p-value =
p-value = 0.014), professional teacher behaviour and 0.000). All the correlation is significant if the p <
collegial leadership (r = 0.233, p-value = 0.007), 0.05.
Table 2: Correlation of institutional vulnerability, collegial leadership, professional teacher behaviour and achievement press
Institutional Collegial Professional Achievement
Variables
Vulnerability Leadership Teacher Behaviour Press
Pearson Correlation 1
Institutional
Sig. (2-tailed)
Vulnerability
N 131
4.3. Collegial leadership, professional teacher significant relationship, achievement press and
behaviour, achievement press and institutional teachers commitment (r = 0.173, p-value = 0.048).
vulnerability and teachers’ commitment There are no significant bivariate relationships were
identified between certain pairs such as collegial
The results (Table 3) of correlating the mean leadership and teachers commitment (r = 0.033, p-
scores of the four total scores of collegial leadership, value = 0.710), institutional vulnerability and
professional teacher behaviour, achievement press teachers commitment (r = -0.135, p-value = 0.124),
and institutional vulnerability with teachers’ professional teacher behaviour and teachers
commitment. As indicated by the r-values, all-linear commitment (r = 0.078, p-value = 0.378). All the
relationships were negative and not reached correlation is significant if the p < 0.05.
statistical significance except for one pair have
Table 3: Correlation of institutional vulnerability, collegial leadership, professional teacher behaviour and achievement press
and teachers’ commitment
Institutional Collegial Professional Achievement Teachers
Variables
Vulnerability Leadership Teacher Behaviour Press Commitment
Pearson Correlation 1
Institutional
Sig. (2-tailed)
Vulnerability
N 131
4.4. The relationship between school climate and behaviour). Table 4 shows the value of R-Square.
teachers commitment This value indicates that only 5.5% variance in
teachers commitment can be predicted from the
R-Square is the proportion of variance in the variables of the achievement press, institutional
dependent variables (Teachers Commitment) which vulnerability, collegial leadership and professional
can be predicted from the independent variables teacher behaviour.
(achievement press, institutional vulnerability, As depicted in Table 5, there is no predictor
collegial leadership and professional teacher variable was found. The coefficient values for all
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variables are more than the alpha value of 0.05. All professional teacher behaviour (r = -0.102, p-value
dimensions was no significant different. There is 0.586) and achievement press (r = -0.455, p-value
institutional vulnerability (r = -0.349, p-value 0.084), 0.052).
collegial leadership (r = -0.007, p-value 0.963),
This estimate informed the relationship between increased collegial leadership, it was expected -0.004
the independent variables and the dependent point in decrease the teacher’s commitment scores.
variable. These estimates told the amount increased This is not statistically significant at t = -0.047, p >
in teachers’ commitment scores that would be 0.05. The beta coefficient value for professional
predicted by a 1 unit increased in the predictors. The teacher behaviour was -0.059. Therefore, for every
standardized coefficient for achievement press was unit in professional teacher behaviour increased, it
0.224. Hence, for every unit increased in was expected -0.059 point in decrease the teacher’s
achievement, it was expected 0.224 point increased commitment scores. This is not statistically
in the teacher’s commitment scores. This is slightly significant at t = -0.545, p > 0.05. From the
statistically significant at t = 1.965, p > 0.05. The beta regression analysis, the results showed that there is
coefficient value for institutional vulnerability was - no predictor variable was found because the p-value
0.155. Therefore, for every unit increased in of all dimension greater than 0.05. Table 5 indicated
institutional vulnerability, it was expected -0.155 that achievement press, institutional vulnerability,
point decrease in the teacher’s commitment scores. collegial leadership and professional teacher
This is not statistically significant at t =-1.740, p > behaviour dimension did not contribute to teachers
0.05. The beta coefficient value for collegial commitment overall.
leadership was -0.004. Therefore, for every unit in
Table 5: Multiple regression analysis of collegial leadership, professional teacher behaviour, achievement press, institutional
vulnerability and teacher commitment
Unstandardized Coefficients Standardized Coefficients
Variables t Sig.
B Std. Error Beta
(Constant) 2.754 0.933 2.953 0.004
Institutional Vulnerability -0.349 0.200 -0.155 -1.740 0.084
Collegial Leadership -0.007 0.156 -0.004 -0.047 0.963
Professional Teacher Behaviour -0.102 0.188 -0.059 -0.545 0.586
Achievement Press 0.455 0.231 0.224 1.965 0.052
= 1.828 (p > 0.05) Adjusted R-squared = 0.025 R2 = 0.055
Findings revealed that the levels of the four likely to be committed to a school when they feel the
dimensions namely collegial leadership, professional help and care from other teachers. Collaboration can
teacher behaviour, achievement press and help teachers experience the rewards of teaching.
institutional vulnerability were at moderate or Interaction with colleagues can give a sense of
higher category. The perceptions of teacher professionalism to help overcome a sense of
respondents based on the four dimensions isolationism and make a feeling that “we are all in
respectively collegial leadership, professional this together.” Teachers complete their jobs with a
teacher behaviour and achievement press were degree of enthusiasm. Teachers respect the
mostly at the moderate to high level. However, four professional competence of their colleagues and
dimensions in the study did appear to demonstrate interact with other teachers. Committed teachers’
significant relationship except two pairs, workout professional judgement and “go the extra
professional teacher behavior dimension with mile” for their students. Finally, the collective norm
institutional vulnerability dimension and of the teacher culture influences commitment more
achievement press with institutional vulnerability. than several of the other subtests especially collegial
Multiple regression analysis indicated that four leadership. The results of this study suggest the need
dimension is not significant influence on teachers for further research on these and other related
commitment. variables. Some logical expansions from this study
given the importance placed on professional
5. Conclusion and recommendations teacher’s behavior are belief, enabling structure and
teacher efficiency. A study might examine the role
Finding from this study concluded that only one that beliefs play in school climate and teacher
dimension of school climate was a predicator of commitment. Though not measured in this study,
commitment that is achievement press. Three of one might predict that a healthy school climate with
dimensions failed to be predicators of teacher’s committed teachers must have some degree of belief.
commitment. This shows that teachers are more Another achievable study might look into the
structure of various schools. A study could examine
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empowering or thoughtful school structures to see if Hoy WK, Tarter CJ, and Kottkamp RB (1991). Open schools,
healthy schools: Measuring organizational climate. Corwin
they have higher levels of teacher’s commitment.
Press, California, USA.
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