A Systematic Review of Empirical Evidence on Teachers' Organizational Commitment 1996–2015

• In Event: 43.078 - MTCC Roundtable Session 16
  In Roundtable Session: 43.078-1 - Identity, Self-Making, and Commitment Across Teaching Contexts

Abstract

This article integrates two decades of research on teachers’ organizational commitment (OC) to explore its antecedents and outcomes. Via a criteria-based approach, 59 peer-reviewed quantitative empirical articles published between 1996 and 2015 were identified and included for analysis. Our systematic review identified three core themes: (a) demographic, within-person and role-related predictors of teachers' OC, (b) interpersonal and contextual predictors of teachers' OC, and (c) outcomes of teachers' OC. The studies’ main findings are presented and summed in subthemes that emerged in the analysis. Theoretical and methodological research recommendations are provided to help advance knowledge on teachers’ OC in upcoming decades.

Authors

• Izhak Berkovich, The Open University of Israel

• Ronit Bogler, The Open University of Israel