This study analyzed the impact of teachers’ collegiality on their organizational and professional commitment in public secondary schools in Islamabad, Pakistan. The study also examined the differences of teacher collegiality, organizational commitment, and professional commitment in high-achieving and low-achieving schools. The effects of teacher personal variables (e.g. gender, educational level, and professional experience) on teacher collegiality, organizational commitment, and professional commitment were also investigated.
A teacher collegiality scale (TCS) was developed and tested using exploratory and confirmatory factor analytic techniques. The final TCS comprised seven dimensions, namely (1) Demonstrating Mutual Support and Trust, (2) Observing one another Teaching, (3) Joint Planning and Assessment, (4) Sharing Ideas and Expertise, (5) Teaching each other, (6) Developing Curriculum together, and (7) Sharing Resources. The instruments of organizational commitment and professional commitment were adapted from Meyer, Allen, and Smith (1993).
The survey instrument, comprising the TCS and Commitment Scale was distributed to a sample of 364 secondary school teachers in eight high-achieving and nine low-achieving schools located in Islamabad. Structural Equation Modeling (SEM) was used to assess the impact of teacher collegiality on teachers’ organizational and professional commitment. Latent Mean Structure Analysis was used to determine the differences in teacher collegiality and teacher commitment between high-achieving and low-achieving school teachers. The effects of demographic variables on study main variables were analyzed using MANOVA.
The analysis confirmed that teacher collegiality positively impacted organizational commitment and professional commitment among secondary school teachers in Pakistan. Multi-group SEM analysis did not support for the moderating effects of school type based on achievement. The differences in teacher collegiality and professional commitment were found to be statistically non-significant between high-achieving and low-achieving school teachers. However, organizational commitment among high-achieving school teachers was significantly higher than low-achieving school teachers. Teacher collegiality among female teachers was more evident than male teachers. Female teachers were also found to be more organizationally committed in Pakistani schools.
Table of Contents
CHAPTER 1 INTRODUCTION TO THE STUDY
1.1 Introduction
1.2 Background of the Study
1.2.1 Background Context of Pakistan Educational System
1.3 Statement of the Problem
1.4 Research Questions
1.5 Objectives of the Study
1.6 Significance of the Study
1.7 Operational Definitions of Important Terms
1.7.1 Teacher Collegiality
1.7.2 Organizational Commitment
1.7.3 Organization
1.7.4 Professional Commitment
1.7.5 Profession
1.7.6 Public Secondary Schools in Pakistan
1.7.7 Teachers
1.7.8 High-Achieving School
1.7.9 Low-Achieving School
1.8 Organization of the Thesis
CHAPTER 2 REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Teacher Collegiality
2.2.1 Models and Forms of Teacher Collegiality
2.2.2 Benefits of Teacher Collegiality
2.2.3 Barriers to Teacher Collegiality
2.2.4 Criticism on Teacher Collegiality
2.2.5 Teacher Collegiality and School Improvement
2.2.6 Teacher Collegiality and Improved Teacher Instruction
2.2.7 Teacher Collegiality and Teacher Professional Growth and Development
2.2.8 Role of Leadership in Developing Teacher Collegiality
2.2.9 Teacher Collegiality and Student Academic Achievement
2.2.10 Teacher Collegiality and Teacher Commitment
2.3 Organizational Commitment
2.3.1 Defining Organizational Commitment
2.3.2 Conceptual Approaches to Organizational Commitment
2.3.3 Dimensionality of Organizational Commitment
2.3.4 Models of Organizational Commitment
2.3.4.1 O’Reilly and Chatman Model of Organizational Commitment
2.3.4.2 Meyer and Allen’s Model of Organizational Commitment
2.3.5 Antecedents of Organizational Commitment
2.3.6 Outcomes of Organizational Commitment
2.3.7 Organizational Commitment and Student Academic Achievement
2.4 Professional Commitment
2.4.1 Defining Professional Commitment
2.4.2 Conceptual Approaches to Professional Commitment
2.4.3 Dimensionality of Professional Commitment
2.4.3.1 Meyer et al. Three-Dimensional Model of Occupational Commitment
2.4.3.2 Blau Four-Dimensional Model of Occupational Commitment
2.4.4 Conflict between Professional and Organizational Commitment
2.4.5 Antecedents of Professional Commitment
2.4.6 Outcomes of Professional Commitment
2.4.7 Professional Commitment and Student Academic Achievement
2.5 Summary
CHAPTER 3 METHODOLOGY
3.1 Introduction
3.2 Research Framework and Hypotheses
3.3 Research Design
3.4 Sample and Participant Selection
3.5 Data Collection Procedure
3.6 Instrumentation or Measures
3.6.1 Measurement of Teacher Collegiality
3.6.1.1 Development of Teacher Collegiality Scale and Pilot Study Results
3.6.1.2 Reliability Analysis of Teacher Collegiality Scale
3.6.2 Measurement of Organizational Commitment
3.6.2.1 Reliability and Validity of Organizational Commitment Measure
3.6.3 Measurement of Professional Commitment
3.6.3.1 Reliability and Validity of Professional Commitment Measure
3.7 Data Analysis
3.8 Summary
CHAPTER 4 ANALYSIS OF DATA
4.1 Introduction
4.2 Preliminary Analysis of Data
4.3 Reliability Analysis of Survey Questionnaire
4.4 Demographic Characteristics of Survey Respondents
4.5 Descriptive Analysis of Data for High-Achieving and Low-Achieving Public Secondary School Teachers in Islamabad
4.5.1 Descriptive Statistics (Frequencies and Percentages) on Teacher Collegiality Scale for High-Achieving Public Secondary Schools in Islamabad
4.5.2 Descriptive Statistics (Frequencies and Percentages) on Teacher Collegiality Scale for Low-Achieving Public Secondary Schools in Islamabad
4.5.3 Descriptive Statistics (Means and Standard Deviations) on Teacher Collegiality for High-Achieving and Low-Achieving Public Secondary Schools in Islamabad
4.5.4 Descriptive Statistics (Frequencies and Percentages) on Organizational Commitment Scale for High-Achieving Public Secondary School Teachers in Islamabad
4.5.5 Descriptive Statistics (Frequencies and Percentages) on Organizational Commitment Scale for Low-Achieving Public Secondary School Teachers in Islamabad
4.5.6 Descriptive Statistics (Means and Standard Deviations) on Organizational Commitment for High-Achieving and Low-Achieving Public Secondary School Teachers in Islamabad
4.5.7 Descriptive Statistics (Frequencies and Percentages) on Professional Commitment Scale for High-Achieving Public Secondary School Teachers in Islamabad
4.5.8 Descriptive Statistics (Frequencies and Percentages) on Professional Commitment Scale for Low-Achieving Public Secondary School Teachers in Islamabad
4.5.9 Descriptive Statistics (Means and Standard Deviations) on Professional Commitment for High-Achieving and Low-Achieving Public Secondary School Teachers in Islamabad
4.6 Descriptive Statistics for Male and Female Secondary School Teachers in Islamabad
4.7 Descriptive Statistics for Teachers with Different Levels of Educational Attainment
4.8 Descriptive Statistics for Teachers with Different Levels of Professional Experience
4.9 Impact of Teacher Collegiality on Organizational Commitment and Professional Commitment in High-Achieving and Low-Achieving Public Secondary School Teachers in Islamabad – (Results of Research Question 1 and 2)
4.9.1 Measurement Model
4.9.2 Confirmatory Factor Analysis Results
4.9.3 Assessment of Measurement Model Fit
4.9.4 Misspecification of Measurement Model
4.9.5 Respecification of Measurement Model
4.9.6 Assessment of Fit for Modified Measurement Model
4.9.7 Structural Model
4.9.8 Assessment of Fit for Structural Model
4.9.9 Hypotheses Testing for Structural Model
4.9.10 Multiple-group SEM Analysis
4.9.11 Assessment of Fit for Configural Model
4.9.12 Testing for Measurement Invariance/Equivalence across Groups
4.9.13 Testing for Structural Invariance/Equivalence across Groups
4.10 Differences in Teacher Collegiality, Organizational Commitment and Professional Commitment between High-Achieving and Low-Achieving Public Secondary School Teachers in Islamabad – (Answering Research Question 3)
4.10.1 Testing for Configural Invariance
4.10.2 Testing for Measurement Invariance across Groups
4.10.3 Testing for Latent Mean Differences
4.10.3.1 Structured Means Model Identification and Assessment of Fit
4.10.3.2 Latent Mean Estimates for High-Achieving School Teachers
4.11 Effects of Demographic Variables on Teacher Collegiality, Organizational Commitment, and Professional Commitment among Public Secondary School Teachers in Islamabad – (Answering Research Question 4)
4.11.1 Effects of Gender on Teacher Collegiality
4.11.1.1 Assumptions in MANOVA
4.11.1.2 Results of MANOVA and One-way ANOVA
4.11.2 Effects of Gender on Organizational Commitment
4.11.2.1 Tests of Homoscedasticity
4.11.2.2 Results of MANOVA and One-way ANOVA
4.11.3 Effects of Gender on Professional Commitment
4.11.3.1 Tests of Homoscedasticity
4.11.3.2 Results of MANOVA and One-way ANOVA
4.11.4 Effects of Educational Qualification on Teacher Collegiality
4.11.4.1 Tests of Homoscedasticity
4.11.4.2 Results of MANOVA and One-way ANOVA
4.11.4.3 Results of Post Hoc Analysis
4.11.5 Effects of Educational Qualification on Organizational Commitment
4.11.5.1 Tests of Homoscedasticity
4.11.5.2 Results of MANOVA and One-way ANOVA
4.11.5.3 Results of Post Hoc Analysis
4.11.6 Effects of Educational Qualification on Professional Commitment
4.11.6.1 Tests of Homoscedasticity
4.11.6.2 Results of MANOVA and One-way ANOVA
4.11.6.3 Results of Post Hoc Analysis
4.11.7 Effects of Professional Experience on Teacher Collegiality
4.11.7.1 Tests of Homoscedasticity
4.11.7.2 Results of MANOVA and One-way ANOVA
4.11.7.3 Results of Post Hoc Analysis
4.11.8 Effects of Professional Experience on Organizational Commitment
4.11.8.1 Tests of Homoscedasticity
4.11.8.2 Results of MANOVA and One-way ANOVA
4.11.8.3 Results of Post Hoc Analysis
4.11.9 Effects of Professional Experience on Professional Commitment
4.11.9.1 Tests of Homoscedasticity
4.11.9.2 Results of MANOVA and One-way ANOVA
4.11.9.3 Results of Post Hoc Analysis
4.12 Summary
CHAPTER 5 SUMMARY, IMPLICATIONS, AND CONCLUSION
5.1 Introduction
5.2 Summary of Major Findings and Discussion
5.3 Implications and Suggestions
5.3.1 Theoretical Implications
5.3.2 Practical Implications
5.4 Limitations and Delimitations of the Study
5.5 Recommendations for Further Research
5.6 Conclusion
Research Objectives and Focus
This study aims to investigate the impact of teacher collegiality on organizational and professional commitment among secondary school teachers in Islamabad, Pakistan, while exploring how demographic variables influence these relationships.
- Analysis of teacher collegiality as a foundation for school improvement and professional success.
- Examination of the relationship between teacher collegiality and organizational/professional commitment.
- Identification of differences in collegiality and commitment levels across high-achieving and low-achieving public secondary schools.
- Evaluation of the impact of demographic factors (gender, education, professional experience) on teacher commitment and collegiality.
- Utilization of advanced statistical methods, including Structural Equation Modeling (SEM) and MANOVA, to validate the conceptual framework within the Pakistani educational context.
Excerpt from the Book
Introduction to the Study
The thrust for educators to collaborate has been consistently highlighted as a crucial factor in the processes of educational change and success. The old image of school teachers working independently and all alone in their classrooms with closed doors is no longer relevant today. The need in society to think and work together on issues of critical concern has recently been increased (Austin, 2000; Welch, 1998), shifting the emphasis from individual efforts to group work, from independence to interdependence. It is evident that in every successful school, educators must act as team players, collaborating with their colleagues to meet common organizational goals.
Research has consistently underlined the contribution of strong collegial relationships to school improvement and success (see e.g. Fullan & Hargreaves, 1991; Gossen & Anderson, 1995; Lieberman, 1990; Sergiovanni, 1990; Telford, 1996) and argued that high levels of collegiality among staff members is one of the characteristics found most often among successful schools. Purkey and Smith’s (1983) model of school improvement also suggests that change efforts are long lasting when school culture embraces collaborative planning, shared decision-making, and an atmosphere of collegiality. According to Johnson (1990), regrouping among teachers to promote collaboration in teaching and new configurations of teacher collegiality constitute integral parts of constructive schools.
Summary of Chapters
CHAPTER 1 INTRODUCTION TO THE STUDY: Defines the research context, importance of teacher collaboration, and sets out the study's core research questions and operational definitions.
CHAPTER 2 REVIEW OF RELATED LITERATURE: Provides a theoretical foundation by summarizing past research on teacher collegiality, organizational commitment, and professional commitment.
CHAPTER 3 METHODOLOGY: Details the research design, participant selection, instrumentation, and the statistical analysis techniques used to verify the study's hypotheses.
CHAPTER 4 ANALYSIS OF DATA: Presents the empirical findings, including descriptive statistics and the results from SEM and MANOVA analyses regarding the impact of collegiality on commitment.
CHAPTER 5 SUMMARY, IMPLICATIONS, AND CONCLUSION: Synthesizes the major research findings, discusses theoretical and practical implications, and offers recommendations for future educational research.
Keywords
Teacher Collegiality, Organizational Commitment, Professional Commitment, Public Secondary Schools, Islamabad, Pakistan, Student Academic Achievement, Collaborative Cultures, Structural Equation Modeling, MANOVA, Educational Reform, Professional Growth, Teacher Empowerment, School Improvement, Demographic Variables
Frequently Asked Questions
What is the core focus of this research?
The research primarily examines the relationship between teacher collegiality and the organizational and professional commitment of secondary school teachers in the public sector of Islamabad, Pakistan.
What are the central themes discussed in the work?
Key themes include the shift from independent teaching to collaborative practices, the impact of professional working environments on teacher commitment, and the role of demographic variables like gender, education, and experience in shaping workplace dynamics.
What is the primary objective of the study?
The goal is to determine if higher levels of teacher collegiality lead to stronger organizational and professional commitment, and whether school performance (high-achieving vs. low-achieving) acts as a moderator in these relationships.
Which scientific methods are utilized?
The study employs a quantitative, non-experimental cross-sectional design, using Structural Equation Modeling (SEM) and Multivariate Analysis of Variance (MANOVA) to analyze data collected from a large sample of teachers.
What topics does the main body address?
The main sections cover a comprehensive literature review, the development of a conceptual framework, detailed data analysis comparing high and low-achieving schools, and the examination of the impact of demographic factors on teacher perceptions.
Which keywords define this research?
The study is characterized by terms such as Teacher Collegiality, Organizational Commitment, Professional Commitment, School Improvement, Collaborative Cultures, and its specific geographic focus on the Pakistani educational system.
Does the school type based on academic achievement significantly impact the relationship between collegiality and commitment?
The study found that the impact of teacher collegiality on commitment remains similar across both high-achieving and low-achieving schools, indicating that the type of school based on achievement does not serve as a significant moderator in this specific context.
What is the finding regarding gender differences in Pakistani schools?
The research identified that female teachers in Islamabad tend to be more collegial and demonstrate higher levels of organizational commitment compared to their male counterparts.
How does professional experience affect teacher commitment?
The analysis indicates that generally, as teachers gain more professional experience, they tend to exhibit higher levels of organizational and professional commitment, although this trend can vary depending on the length of service.
- Quote paper
- Dr. Madiha Shah (Author), 2011, Teacher collegiality and commitment in high- and low-achieving secondary schools in Islamabad, Pakistan, Munich, GRIN Verlag, https://www.grin.com/document/192444
