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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Bibliographic Details
Published in:Teaching and teacher education Vol. 143; p. 104556
Main Author: Ahakwa, Isaac
Format: Journal Article
Language:English
Published: Elsevier Ltd 01.06.2024
Subjects:
Basic schools
Ghana
Teacher autonomy
Teacher commitment
Teacher learning
Work environment
Ghana
Teacher learning
Basic schools
Teacher autonomy
Work environment
Teacher commitment
ISSN:0742-051X, 1879-2480
Online Access:Get full text
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Summary: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.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2024.104556