Organisational factors influencing teachers' inner sense of affective commitment to their schools in high- and low-accountability environments
by Knut-Andreas Christophersen; Eyvind Elstad; Are Turmo
International Journal of Management in Education (IJMIE), Vol. 9, No. 1, 2015

Abstract: Affective commitment to a school organisation is a psychological link between a teacher and his or her school. The purpose of the article is to compare the statistical associations between organisational variables in a steering environment with assessment-based school accountability and in a steering environment without any assessments. We explore the link between the level of accountability and teachers' affective commitment. The results indicate that accountability has an indirect effect on commitment via its effect on leadership. The results indicate that principal-teacher relationships play an important role in fostering commitment in both low- and high-accountability environments.

Online publication date: Wed, 21-Jan-2015

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Management in Education (IJMIE):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com