Dergiler / International Journal of Modern Education Studies / 2022 / Cilt: 6 - Sayı: 1

An Analysis of the Relationship among Teachers' Team Learning, Moral Commitment, and Career Commitment Using Structural Equation Modeling

Sayfa
70–87
Yayın Tarihi
2022-10-19
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Moral commitment is the mediator variable that uncovers the relationship between team learning and career commitment (indicating complete mediation).

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The primary purpose of this study is to shed light on the direct correlation found between team learning skills and teachers' moral commitment and to use moral commitment as a tool to reveal the indirect effect of these team learning skills on teachers' career commitment.
📊
Temel Bulgular & Veri:Keeping this purpose in mind, three different scales (the Learning School Scale, Moral Commitment Scale, and Career Commitment Scale) obtained data via Google Forms from 448 teachers working in the province of Düzce in northwest Turkey during the spring semester 2020-2021 academic years.
💡
Sonuç & Katkı:Moral commitment is the mediator variable that uncovers the relationship between team learning and career commitment (indicating complete mediation).
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:2020-2021 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

The primary purpose of this study is to shed light on the direct correlation found between team learning skills and teachers' moral commitment and to use moral commitment as a tool to reveal the indirect effect of these team learning skills on teachers' career commitment. Keeping this purpose in mind, three different scales (the Learning School Scale, Moral Commitment Scale, and Career Commitment Scale) obtained data via Google Forms from 448 teachers working in the province of Düzce in northwest Turkey during the spring semester 2020-2021 academic years. The SPSS 25 and AMOS21 statistical software programs analyzed the data gathered in this study, and structural equation modeling was used to test hypotheses generated from the data. Results obtained from programs show that while team learning doesn't directly predict teachers' career commitment, it indirectly predicts career commitment due to moral commitment. Moral commitment is the mediator variable that uncovers the relationship between team learning and career commitment (indicating complete mediation).

🔖

Bu Makaleye Atıf Yap

ATMACA, T. (2022). An Analysis of the Relationship among Teachers' Team Learning, Moral Commitment, and Career Commitment Using Structural Equation Modeling. International Journal of Modern Education Studies, Cilt: 6 - Sayı: 1, 70–87. https://ajindex.com/articles/541409

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (8)

  1. Albdour, A., & Altarawneh, I. (2014). Employee engagement and organization commitment: Evidence from Jordan. International Journal of Business, 19(2), 192-212.
  2. Appelbaum, S., & Gallagher, J. (2000). The competitive advantage of organizational learning. Journal of Workplace Learning, 12(2), 40-56. https://doi.org/10.1108/13665620010316000
  3. Balay, R. (2000). Örgütsel bağlılık [Organizational commitment]. Nobel Yayınları.
  4. Bayram, L. (2005). Yönetimde yeni paradigma: Örgütsel bağlılık [A new paradigm in management: Organizational commitment]. Sayıştay Journal, 59, 125-139.
  5. Beyer, L. E. (1991). Schooling, moral commitment, and the preparation of teachers. Journal of Teacher Education, 42(3), 205-215. https://doi.org/10.1177/0 2248719104200306 Bierly, P., & Hämäläinen, T. (1995). Organizational learning and strategy. Scandinavian Journal of Management, 11(3), 209-224. https://doi.org/10.1016/0 56-5221(95)00011-J. Butucha, K. (2013). Teachers' perceived commitment as measured by age, gender, and school type. Greener Journal of Educational Research, 3(8), 363-372.
  6. Çınar, İ. (2016). Öğretmenlerin örgütsel bağlılık ve iş motivasyonlarının yapısal eşitlik modellemesi ile incelenmesi: Çay ilçesi örneği [Examining structrual relationship between organizational commitments and motivation and application pn teachers: Çay province example]. Unpublished Master Thesis, Afyon Kocatepe University. Decuyper, S., Dochy, F., & Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organizations. Educational Research Review, 5(2), 111-133. https://doi.org/10.1016/j edurev.2010.02.002 Dee, J., Henkin, A., & Singleton, C. (2006). Organization commitment of teachers in urban schools: Examining the effects of team structure. Urban Education, 41(6), 630-627. https://doi.org/10.1177/0 42085906292512. Demerouti, E., Bakker, A., Nachreiner, F., & Schaufeli, W. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
  7. Doğan, S., & Kılıç, S. (2007). Örgütsel bağlılığın sağlanmasında personel güçlendirmenin yeri ve önemi [The situation and importance of empowerment in obtaining organizational comitment]. Erciyes University Journal of Faculty of Economics and Administrative Sciences 29, 37-61.
  8. Doğan, S., & Yiğit, Y. (2014). Okul yöneticileri ve öğretmenlerin bilgi yönetimi tutumları ile öğrenen okul algıları arasındaki ilişki [Relationship betw