The Influence of Culture on Teacher Commitment

Autor/inn/en	Abd Razak, Nordin; Darmawan, I. Gusti Ngurah; Keeves, John P.
Titel	The Influence of Culture on Teacher Commitment
Quelle	In: Social Psychology of Education: An International Journal, 13 (2010) 2, S.185-205 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-009-9109-z
Schlagwörter	Ethnic Groups; Path Analysis; Least Squares Statistics; Foreign Countries; Instructional Leadership; Teacher Persistence; Teacher Attitudes; Elementary Schools; Interprofessional Relationship; Asian Culture; Work Environment; Statistical Analysis; Regression (Statistics); Malaysia + Suchen Sie Ihr Suchwort? Ethnie; Pfadanalyse; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Arbeitsmilieu; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Culture is believed to be an important factor that influences various aspects of human life, such as behaviour, thinking, perceptions and attitudes. This article examines the similarities and differences in the influence of culture on teacher commitment in three types of Malaysian primary schools. Since commitment to teaching has rarely been investigated in the field of education, it is necessary to identify initially the dimensions of teacher commitment and their interrelationships that are likely to operate in schools. Each of the three types of schools in which this study is conducted is related to one of the three major cultural groups in Malaysia, namely, the Malay, Chinese and Indian cultures. An investigation is undertaken of the similarities and differences between these three groups with respect to cultural orientation with school leadership, in-school working conditions and teacher commitment as the criteria. The statistical analysis, conducted at the teacher level, is path analysis with latent variables using partial least squares regression to estimate the direct and indirect effects for the different ethnic groups of the main variables on teacher commitment. The differences reported between groups are of sufficient strength to argue that analysis with pooled data are largely inappropriate and consideration needs to be given to separate analysis for the various cultural subgroups both within a country and between countries where the effects of culture are largely different. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10