![]() The construct of collective efficacy has been generally conceptualized by Bandura (1997) as “a group’s shared belief in its conjoint capabilities to organize and execute the courses of action required to produce given levels of attainments” (cited in Goddard and Salloum, 2011, p. To them, being satisfied with the teaching profession and its conditions not only prevents burnout but also drives teachers to constantly participate in their workplaces. Esfandiari and Kamali (2016) also declared that teachers with high levels of job satisfaction are less prone to burnout. However, those teachers who have a strong sense of belonging to teaching are more prone to pursuing their vocation. Besides, this notion has also been confirmed by Wang and Guan (2020) that teachers’ demotivation or disengagement in their job will be contagious to their students. Skaalvik and Skaalvik (2011), for instance, maintained that teachers who are happy with their profession, workplace, and working conditions are less likely to experience emotional exhaustion. Teachers’ job satisfaction is believed to be negatively linked with their intention to quit, emotional exhaustion, and burnout ( Skaalvik and Skaalvik, 2011 Larkin, 2015 Esfandiari and Kamali, 2016 Wang and Guan, 2020). Likewise, teacher job satisfaction pertains to individual teachers’ contentment with the teaching profession and instructional experiences ( Soodmand Afshar and Doosti, 2016). The notion of job satisfaction has been broadly defined by Spector (1997) as a favorable emotional state caused by one’s evaluation of his or her profession and professional experiences. Nonetheless, relatively limited attention has been given to identifying the role of job satisfaction and collective efficacy in teachers’ professional commitment. In line with this necessity, remarkable academic endeavors have been directed toward discovering the determinants of this construct (e.g., Aliakbari and Amoli, 2016 Han et al., 2016 Lambersky, 2016 Hallinger et al., 2018 Liu, 2019 Demir, 2020 Zheng et al., 2020, among others). Because of this, exploring the antecedents and predictors of teacher professional commitment appears to be necessary. Taken together, teacher professional commitment is tied to teacher success ( Wang et al., 2021), increased teaching effectiveness ( Moses et al., 2017), and improved learning outcomes ( Altun, 2017). In a similar vein, Altun (2017) noted that commitment to the teaching profession leads teachers to devote themselves to fulfilling their job-related responsibilities, which may result in increased learning outcomes. To them, committed teachers who are psychologically attached to teaching are more likely to succeed in their profession. (2021) took one step further by declaring that teachers’ professional success is subjective to their professional commitment. (2017) articulated that the degree to which teachers devote themselves to their careers can enormously influence their effectiveness. ![]() To underline the significance of teacher professional commitment, Moses et al. Reyes (1990) conceptualized teacher professional commitment as “the relative strength of an individual teacher’s identification with and involvement in a particular educational context” (cited in Chan et al., 2008, p. Individual teachers’ commitment to their profession is called “professional commitment,” referring to their psychological and emotional attachment to the teaching vocation, pupils, and colleagues ( Lee et al., 2011). Given the prominent role of teachers in educational settings, how deeply they are committed to their profession seems critical ( Yu et al., 2021). Teachers in any educational system are perceived as the main pillars of education in that without their presence and continual efforts, pupils will find nothing but failure. ![]()
0 Comments
Leave a Reply. |