Analyzing Determinants and Outcomes of Teachers' Professional Identity and Organizational Identification: Does School Context Matter?

• In Event: Park Central Roundtable Session 4
  In Roundtable Session: Exploring Identity and Support for Teachers: An Organizational Perspective

Abstract

The purpose of this study was to comparatively examine determinants and outcomes of teachers’ professional identity and organizational identification in high-minority and low-socio-economic regular public and charter schools. Structural equation modeling with path analysis was employed for the analysis of direct and mediating relationships. The participants included matched 255 public and 218 teachers. School type was a differentiating factor. Determinants and outcomes of teachers' professional identity and organizational identification presented similarities and differences in regular public and charter schools. Public school teachers had significantly higher organizational identification scores than charter school teachers; but they did not significantly differ from their charter school counterparts for the other study variables. Perceived organizational support was the strongest predictor in both schooling systems.

Authors

• Muhammed Fatih Bogrek, University of Arkansas at Little Rock

• Ibrahim Duyar, University of Arkansas at Little Rock

• Andrew Hunt, University of Arkansas at Little Rock

• Paul A Crutcher, University of Arkansas at Little Rock