Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers

被引：72

作者：

McInerney, Dennis M. ^{[1
]}

Ganotice, Fraide A., Jr. ^{[1
]}

King, Ronnel B. ^{[2
]}

Marsh, Herbert W. ^{[3
]}

Morin, Alexandre J. S. ^{[3
]}

机构：

[1] Hong Kong Inst Educ, Dept Special Educ & Counselling, Tai Po, Hong Kong, Peoples R China

[2] Hong Kong Inst Educ, Dept Curriculum & Instruct, Tai Po, Hong Kong, Peoples R China

[3] Australian Catholic Univ, IPPE, Strathfield, NSW 2135, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 52卷

关键词：

Teacher commitment; Turnover intentions; Teachers; Religious schools; Medium of instruction; ORGANIZATIONAL COMMITMENT; OCCUPATIONAL COMMITMENT; NORMATIVE COMMITMENT; CITIZENSHIP BEHAVIOR; 3-COMPONENT MODEL; JOB-SATISFACTION; CONTINUANCE; ANTECEDENTS; CONFLICT; POWER;

D O I：

10.1016/j.tate.2015.08.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English medium and Chinese medium of instruction, and band 1 and band 2 schools participated. Teachers from religious schools were higher in affective commitment to organization while teachers from non-religious schools were higher in normative commitment to profession. Teachers from EMI and band 1 schools were higher in affective and normative commitments while teachers from CMI and band 2 schools were higher in turnover intentions. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：11 / 23

页数：13

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