The importance of a collaborative culture for teachers’ job satisfaction and affective commitment

Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school improvement processes. This study investigated the relationship between collaborative culture, affective commitment, and job satisfaction of teachers takin...

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Vydané v:European journal of psychology of education Ročník 38; číslo 1; s. 43 - 62
Hlavní autori: Meredith, Chloé, Moolenaar, Nienke, Struyve, Charlotte, Vandecandelaere, Machteld, Gielen, Sarah, Kyndt, Eva
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Dordrecht Springer Netherlands 01.03.2023
Springer
Springer Nature B.V
Predmet:
Affective Behavior
Capacity Building
Collaboration
Collegiality
Cooperation
Cooperative Learning
Corporate culture
Education
Educational Change
Educational Facilities Improvement
Educational Improvement
Educational Psychology
Instructional Improvement
Job Satisfaction
Learning
Organizational Culture
Pedagogic Psychology
Predictor Variables
Professional Development
Professional Training
Reference Groups
School Culture
Secondary Education
Secondary School Teachers
Teacher Collaboration
Teacher Persistence
Teaching
Teaching Conditions
Teaching Methods
Work Environment
Job satisfaction
Secondary schools
Teachers
Collaborative culture
Informal subgroups
ISSN:0256-2928, 1878-5174
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Shrnutí:Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school improvement processes. This study investigated the relationship between collaborative culture, affective commitment, and job satisfaction of teachers taking both collaborative cultures in the entire school, as well as in informal subgroups, into account. Survey data of 760 teachers, nested in 136 subgroups and 13 secondary schools, were analyzed using multilevel path analyses. Results show that collaborative culture in the informal subgroup is positively related to teachers’ affective commitment and job satisfaction and that affective commitment is a mediator. The collaborative culture at the school level was not a significant predictor. School leaders need to be aware that there are, to some extent, subgroups within the school which develop their own collaborative culture through social contagion processes which impact job satisfaction and affective commitment to a greater extent than the school-level culture.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-022-00598-w