Enhancing teachers' commitment: Autonomy and learning in Ghana's basic schools
This study examines how teachers' autonomy and learning affect their commitment, considering the moderating role of work environment. Questionnaires were administered to full-time teachers in basic schools within Ghana's Ashanti Region, which yielded 1163 accurate responses. The study empl...
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| Veröffentlicht in: | Teaching and teacher education Jg. 143; S. 104556 |
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| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
Elsevier Ltd
01.06.2024
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| ISSN: | 0742-051X, 1879-2480 |
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| Abstract | This study examines how teachers' autonomy and learning affect their commitment, considering the moderating role of work environment. Questionnaires were administered to full-time teachers in basic schools within Ghana's Ashanti Region, which yielded 1163 accurate responses. The study employs the structural equation modeling technique to generate accurate and reliable findings. The findings reveal that teachers' autonomy and learning positively and significantly contribute to their commitment. Also, work environment positively and substantially moderates the relationship between teachers' autonomy and commitment and between teachers' learning and commitment. Finally, theoretical and practical implications are discussed.
•Teachers' autonomy positively predicted teachers' commitment.•Teachers' learning positively impacted teachers' organizational commitment.•Work environment, together with teachers' autonomy, positively influenced teachers' commitment.•Work environment, together with teachers' learning, positively affected teachers' commitment. |
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| AbstractList | This study examines how teachers' autonomy and learning affect their commitment, considering the moderating role of work environment. Questionnaires were administered to full-time teachers in basic schools within Ghana's Ashanti Region, which yielded 1163 accurate responses. The study employs the structural equation modeling technique to generate accurate and reliable findings. The findings reveal that teachers' autonomy and learning positively and significantly contribute to their commitment. Also, work environment positively and substantially moderates the relationship between teachers' autonomy and commitment and between teachers' learning and commitment. Finally, theoretical and practical implications are discussed.
•Teachers' autonomy positively predicted teachers' commitment.•Teachers' learning positively impacted teachers' organizational commitment.•Work environment, together with teachers' autonomy, positively influenced teachers' commitment.•Work environment, together with teachers' learning, positively affected teachers' commitment. |
| ArticleNumber | 104556 |
| Author | Ahakwa, Isaac |
| Author_xml | – sequence: 1 givenname: Isaac orcidid: 0000-0002-7597-4227 surname: Ahakwa fullname: Ahakwa, Isaac email: isaacahakwa@gmail.com organization: School of Management, University of Science and Technology of China, Hefei City, Anhui Province, PR China |
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| Keywords | Ghana Teacher learning Basic schools Teacher autonomy Work environment Teacher commitment |
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| Title | Enhancing teachers' commitment: Autonomy and learning in Ghana's basic schools |
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