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A study of teacher commitment and pe...

Chang, Dianfu,

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A study of teacher commitment and performance in the public junior high schools of Taiwan /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of teacher commitment and performance in the public junior high schools of Taiwan // Dianfu Chang.
作者:	Chang, Dianfu,
面頁冊數:	1 electronic resource (169 pages)
附註:	Source: Dissertations Abstracts International, Volume: 52-09, Section: A.
Contained By:	Dissertations Abstracts International52-09A.
標題:	School administration. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9033823
ISBN:	9798759988908

A study of teacher commitment and performance in the public junior high schools of Taiwan /
Chang, Dianfu,

A study of teacher commitment and performance in the public junior high schools of Taiwan /Dianfu Chang. - 1 electronic resource (169 pages)

Source: Dissertations Abstracts International, Volume: 52-09, Section: A.

The purposes of this study are to ascertain the extent of teacher commitment and performance, the relationship between commitment and performance, and the factors which most affect them among public junior high schools of Taiwan. These questions were answered by obtaining both a measure of overall teacher commitment and a measure of teacher performance as perceived by students. The sample was drawn from Taipei city and three other counties (Taipei, Taoyuan and Hsinchu) during Fall, 1989. The data from 144 valid teacher surveys were aggregated from a random sample of 180 teachers and their 4,500 current students in 14 public junior high schools. The results of multiple regression analysis suggested that participation in decision-making, workload, age, salary, and sense of competence accounted for 42.56 percent of the variance in predicting teacher commitment. Specifically, the results revealed that participation in decision-making, sense of competence, workload, and age accounted for 40.85 percent of the variance in predicting moral commitment; sense of competence and role conflict accounted for 10.07 percent of the variance in predicting calculative commitment. The measures of teacher's commitment were not statistically related to their teaching performance as perceived by their students. Workload negatively related to teacher commitment (r = $-$.48, p $<$.001). The analysis showed that 61 percent of the teachers often or always felt overloaded due to large class sizes. Forty-three percent of the teachers feel their salary is not equal to their duties and responsibilities. Moral-oriented teachers felt less workload than did calculative-oriented teachers (p $<$.001); moral-oriented teachers reported more satisfaction with participation in decision-making, perception of salary, leadership and colleague relationship within schools than did calculative-oriented teachers (p $<$.05). The findings in this study suggest: (1) Reducing teacher's workload; (2) Increasing the ratio of performance differences in the Single-Salary Schedule; (3) Enhancing teachers' competence in terms of focusing on in-service training program for professional growth; (4) Building school culture to transform teacher's commitment into excellent teaching performance.

English

ISBN: 9798759988908Subjects--Topical Terms:

3172164
School administration.
Subjects--Index Terms:

China

A study of teacher commitment and performance in the public junior high schools of Taiwan /
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520 $a The purposes of this study are to ascertain the extent of teacher commitment and performance, the relationship between commitment and performance, and the factors which most affect them among public junior high schools of Taiwan. These questions were answered by obtaining both a measure of overall teacher commitment and a measure of teacher performance as perceived by students. The sample was drawn from Taipei city and three other counties (Taipei, Taoyuan and Hsinchu) during Fall, 1989. The data from 144 valid teacher surveys were aggregated from a random sample of 180 teachers and their 4,500 current students in 14 public junior high schools. The results of multiple regression analysis suggested that participation in decision-making, workload, age, salary, and sense of competence accounted for 42.56 percent of the variance in predicting teacher commitment. Specifically, the results revealed that participation in decision-making, sense of competence, workload, and age accounted for 40.85 percent of the variance in predicting moral commitment; sense of competence and role conflict accounted for 10.07 percent of the variance in predicting calculative commitment. The measures of teacher's commitment were not statistically related to their teaching performance as perceived by their students. Workload negatively related to teacher commitment (r = $-$.48, p $<$.001). The analysis showed that 61 percent of the teachers often or always felt overloaded due to large class sizes. Forty-three percent of the teachers feel their salary is not equal to their duties and responsibilities. Moral-oriented teachers felt less workload than did calculative-oriented teachers (p $<$.001); moral-oriented teachers reported more satisfaction with participation in decision-making, perception of salary, leadership and colleague relationship within schools than did calculative-oriented teachers (p $<$.05). The findings in this study suggest: (1) Reducing teacher's workload; (2) Increasing the ratio of performance differences in the Single-Salary Schedule; (3) Enhancing teachers' competence in terms of focusing on in-service training program for professional growth; (4) Building school culture to transform teacher's commitment into excellent teaching performance.
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