The Relationship between school climate and Teachers' professional commitment in Jimma zone government high schools
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Date
2005-06
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Addis Ababa Universty
Abstract
The relationship of teachers' professional commitment and school climate
in Jimma zone government high schools was investigated in a sample of
153 teachers of eleven secondary schools. Two kinds of questionnaires,
which focused on the three dimensions of school climate (collegial
leadership, teachers' professionalism and academic press) and teachers'
commitment were administered. The Cronbach alpha estimate of reliability
of the instruments ranged from 0.81 to 0.95 for school climate scales and it
was 0.93 for teachers' commitment scale. Teachers' commitment and
school climate were found to be significantly related to each other. Among
the components of school climate, teachers' professionalism was found to
have the highest relationship with teachers' commitment. Collegial
leadership, on the other hand, has relatively low but significant
relationship with teachers ' professional commitment. Multiple regresswn
analyses revealed that components of school climate could predict
commitment of teachers in the school. ANOVA results showed that there is
significant difference of commitment across teaching work experience with
commitment of teachers increasing with experience. Discussions and
conclusions are made based on the results. Finally, some
recommendations are indicated for possible interventions and further
study.
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Keywords
School climate