Promoting commitment. The influence of school culture and work-related emotional variables on the affective commitment of teachers at German all-day schools.

Autor/inn/en	Wutschka, Karsten; Lossen, Karin
Titel	Promoting commitment. The influence of school culture and work-related emotional variables on the affective commitment of teachers at German all-day schools.
Quelle	In: International journal for research on extended education : IJREE, 10 (2022) 1, S. 19-40 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-7423; 2196-3673
DOI	10.25656/01:28810 10.3224/ijree.v10i1.03
URN	urn:nbn:de:0111-pedocs-288105
Schlagwörter	Ganztagsschule; Lehrer; Pflichtbewusstsein; Grundschule; Likert-Fragebogen; Statistische Methode; Empirische Untersuchung; Deutschland
Abstract	A variety of reform and development efforts in the German educational system, especially the extension of the school day, going along with an increasing autonomy of individual schools and extending demands on teachers led to growing interest in business science concepts being applied in the field of school development research. A main emphasis lies in the commitment of teachers who are responsible for the implementation and the success of these reforms. The aim of this paper is to identify reasons that lead to a high level of commitment of the teaching staff with a focus on German all-day schools. The intended results will be obtained by a structural equation model based on the information provided by 649 primary all-day school teachers. In addition to the relationships with other actors in the school, which are summarised under the heading of school culture, variables relating to the personalities of the teachers can be identified as predictive. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main