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ERIC Number: ED555431
Record Type: Non-Journal
Publication Date: 2013
Pages: 122
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-3610-9
An Investigation of Factors Related to Teachers' Organizational Commitment in Rural High Schools
Walker, Victoria LaShawn
ProQuest LLC, Ph.D. Dissertation, Mercer University
Relevant literature indicates that teachers who are not committed to their organization do not perform, do not provide a quality education for their students, and do not remain members of the organization; thus, making staffing, retaining, and maintaining highly qualified teachers problematic for rural schools. Limited research has been conducted on organizational commitment in educational settings. Furthermore, research in the area of teachers' organizational commitment is not as developed in comparison to other occupations. The purpose of the current research was to investigate the relationship between teachers' organizational commitment and student achievement, between teachers' perception of principal's leadership style and student achievement, and between teachers' organizational commitment and teachers' perception of principal's leadership style in rural high schools. In addition, the study was conducted to determine if a specific leadership style is significantly related to teachers' organizational commitment in rural high schools. This quantitative study used a correlational research design to determine the strength of the linear relationship among teachers' organizational commitment, teachers' perception of principal's leadership style, and student achievement. Multiple regression was calculated to examine the combined relationships of the two independent variables and the dependent variable. Data collections methods included administering the Organizational Commitment Questionnaire, the Multifactor Leadership Questionnaire, and a demographic questionnaire to 77 teachers working in five public rural remote high schools in a southern state in the United States. Achievement data were also gathered from the schools selected for study. The results revealed a statistically significant relationship between teachers' organizational commitment and teachers' perception of principal's leadership style in rural high schools. A positive correlation existed between teachers' organizational commitment and teachers' perceptions of principal's transformational and transactional leadership styles. Passive avoidance was inversely related to teachers' organizational commitment. The findings indicated that student achievement is not correlated to teachers' organizational commitment or teachers' perception of principal's leadership style. Because student achievement is important in regards to schools and school districts making AYP as outlined in the NCLB Act, conducting a qualitative study to capture the factors related to student achievement is reasonable for future research purposes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Multifactor Leadership Questionnaire