![]() Others suggest that it fluctuates according to personal, institutional and policy contexts (Louis (1998). A report to participants on the professional cultures of Teachers Research Project, Lancaster University, January). Some literature presents commitment as a feature of being and behaving as a professional (Helsby, Knight, McCulloch, Saunders, & Warburton (1997). Surprisingly, however, the relationship between teachers’ motivation, efficacy, job satisfaction and commitment, and between commitment and the quality of their work has not been the subject of extensive research. ![]() It is also a necessary ingredient to the successful implementation, adaptation or resistance reform agendas. Educational Research and Evaluation, 5(3), 249–268). School Effectiveness and School Improvement, 9(1), 1–27 Tsui & Cheng (1999). ![]() ![]() Journal of Physical Education, Recreation and Dance, 67(1), 45–47 Louis (1998). Educational Administration Quarterly, 32(2), 209–235 Graham (1996). ![]() Teacher commitment has been found to be a critical predictor of teachers’ work performance, absenteeism, retention, burnout and turnover, as well as having an important influence on students’ motivation, achievement, attitudes towards learning and being at school (Firestone (1996). ![]()
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