Predictors of Teachers' Affective Organizational Commitment

• In Event: Exploring School Culture and Teacher Well-Being in Uncertain Times

Abstract

The aim of this paper is to gain insights into the development of teachers' affective commitment over time and asks which factors can be identified as antecedents. There is little experience and empirical evidence on this topic, especially in the German-speaking context. Previous research has shown that participatory school leadership can enhance teachers' affective commitment (Harazd et al., 2012; Forte, 2015; Somech & Bogler, 2002). The paper is based on quantitative questionnaire surveys at schools in challenging circumstances participating in a professionalization program conducted at various measurement points over a three-year period. By means of latent difference score models, four central predictors of affective commitment are identified: Person-organization fit value congruence, job satisfaction, person-job fit needs-supplies and personal responsibility and innovation.

Authors

• Jane Pruitt, University of Teacher Education Zug

• Christoph Helm, Johannes Kepler University of Linz

• Stephan Gerhard Huber, University of Teacher Education Zug