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American Educational Research Journal
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Section on Social and Institutional Analysis

Organizational and Personal Predictors of Teacher Commitment: The Mediating Role of Teacher Efficacy and Identification With School

Wai-Yen Chan

Institute of Mental Health, Singapore

Shun Lau and Youyan Nie

Nanyang Technological University, Singapore

Sandy Lim

Singapore Management University, Singapore

David Hogan

Nanyang Technological University, Singapore

This study tested a predictive and mediation model of teacher commitment. Teacher efficacy and sense of identification with school were hypothesized to mediate the relations of an individual antecedent (teaching experience) and two organizational antecedents (perceived organizational politics and reflective dialogue) to teacher commitment. Multigroup structural equation modeling was used to test and validate the mediation model across two independent samples of teachers. Perceived organizational politics was found to be negatively related to teacher commitment, whereas reflective dialogue and teaching experience were positively related. Teacher efficacy and identification with school were found to completely mediate the relations between the three antecedents and teacher commitment.

Key Words: teacher commitment • teacher efficacy • identification with school • organizational politics • reflective dialogue

This version was published on September 1, 2008

American Educational Research Journal, Vol. 45, No. 3, 597-630 (2008)
DOI: 10.3102/0002831208318259
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