Author: Mustafa Altun1
1Department of English Language Teaching, Faculty of Education, Ishik University, Erbil, Iraq
Abstract: Teacher commitment is an internal force that derives teachers to invest more time and energy in keeping up involvement in the school. This willingness of promoting the school creates emotional link between teachers and the school which ultimately inspires teachers to seek ways to enhance teaching profession and establish an effective learning environment to allow students to reach their targets. Commitment to teaching is a crucial factor to contribute to the achievement of students. This study explores the role of teacher commitment in student achievement.
Keywords: Teacher Commitment, Job Performance, School, Achievement
Billingsley, B. S., & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. Journal of Special Education, 25, 453 – 471.
Carbonneau, N., & Vallerand R.J., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educational Psychology, 100(4), 977-987.
Coladarci, T. (1992). Teachers’ Sense of Efficacy and Commitment to Teaching. The Journal of Experimental Education, 60 (4), 323-337.
Dannetta, V. (2002). What factors influence a teacher’s commitment to student learning? Leadership and Policy in School, 1(2), 144 – 171.
Crosswell, L., & Eliott, B. (2004). Committed Teachers, Passionate Teachers: The Dimension of Passion Associated with Teacher Commitment and Engagement. [Proceedings] AARE Conference, Melbourne, Australia.
Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of Educational Research, 63, 489-525.
Garrison, J., & Liston, D. (2004). Teaching, Learning, and Loving. New York: Teachers College Press.
Tsui, K. T., & Cheng, Y. C. (1999). School organizational health and teacher commitment: A contingency study with multi-level analysis. Educational Research and Evaluation, 5, 249-268.
Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational Administration Quarterly, 38(4), 555-577.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2017, Vol.3, No.3