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

被引：66
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
收藏
页码：11 / 23
页数：13
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