Creating an Inclusive Environment for Teacher Commitment: Serial Mediation of Goal Orientation and Affective Commitment

• In Event: Strengthening Student and Teacher Voice and Agency in Improvement Efforts

Abstract

In the post-pandemic era, enhancing educational environment for educators and students has become crucial. Teacher motivation and affective commitment are vital for student learning and professional development, yet the link is often overlooked. Goal orientation theory suggests different goal orientations influence teachers' professional development and help-seeking behaviors. This study explores how goal orientations influence affective commitment, mediated by social networking behaviors and work engagement. Surveying 517 elementary teachers in Taiwan, structural equation modeling and bootstrap analysis revealed that mastery-oriented teachers show strong affective commitment through social networking and work engagement. Performance-approach orientation had no direct or indirect effect, while performance-avoidance goals positively influenced commitment through work engagement. The study emphasizes supportive professional development and an inclusive environment to enhance commitment.

Author

• Karen Hui-Jung Chen, National Taipei University of Education