Enhancing Teachers’ Commitment through Different Administrative Supports at the Primary Schools in Northern Jiangsu Province, China
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DOI:
https://doi.org/10.14456/abacodijournal.2023.1Keywords:
teachers' commitment, administrative support, primary schools, northern Jiangsu province of ChinaAbstract
This study mainly explored the relationship between the teachers' commitment and their perceived administrative support at the primary schools in Northern Jiangsu Province, China. The participants were 185 full-time teachers teaching in the two primary schools in Huji Town, Haian County, Northern Jiangsu Province, China. The study used a quantitative approach, through questionnaire survey, this study found: 1) The level of teachers' commitment was moderate, while the lowest score was Continuance Commitment and the highest score was Affective Commitment, 2) The level of teachers' perception towards administrative support was regarded as Moderate, while Emotional Support was the lowest, and Instructional Support was the highest; and 3) There was a significant relationship between teachers' perceptions towards administrative support and their commitment in the rural primary schools at Huji Town, Northern Jiangsu Province, China. In addition, emotional Support and Informational Support correlated with all three types of commitments; Appraisal Support correlated highly with Continuance and Normative Commitments, while Instructional Support correlated moderately with Affective and Normative Commitments. The study discussed each finding based on the previous literature, analyzed the possible reasons, and provided recommendations for the school administrators, teachers, and future researchers.
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