Skip to main content

Advertisement

SpringerLink
Log in

Teacher commitment: a comparative study of Malaysian ethnic groups in three types of primary schools

  • Published:
Social Psychology of Education Aims and scope Submit manuscript

Abstract

Commitment is a complex attitude that is potentially influenced by the nature of the groups and is contingent on the context in which an individual functions. Thus, different sociocultural environments will prescribe different imperatives for individuals’ or groups’ attitudes toward their work, particularly teachers’ commitment in a multi-ethnic educational setting. However, previous teacher commitment studies have predominantly been applied to single-sample studies in a multiracial Malaysian context. Therefore, this study attempts to compare the teacher commitment levels and the four dimensions of teacher commitment across Malay, Chinese and Indian teachers who are the dominant ethnicities in three different types of Malaysian primary schools. Questionnaires were administered to 1,154 primary school teachers in Penang, and the obtained data were analysed using AMOS 20.0 and SPSS 20.0. The findings revealed nonsignificant differences for commitment to school, commitment to students, commitment to teaching and commitment to profession for any pair of ethnic groups. Limitations and suggestions for future studies are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Arasaratnam (1970). Indian in Malaysia and Singapore. London: Institute of Race Relation.

  • Asma, A. (1992). The influence of ethnic values on managerial practices in Malaysia. Malaysian Management Review, 27(1), 3–18.

    Google Scholar 

  • Asma, A. (1996). Going global: Cultural dimensions in Malaysian management. Shah Alam: Malaysia Institute of Management.

    Google Scholar 

  • Billingsley, B. S., & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. Journal of Special Education, 25(4), 453–471.

    Article  Google Scholar 

  • Billingsley, B. S. (1993). Teacher retention and attrition in special and general education: A critical review of the literature. The Journal of Special Education, 27(2), 137–174.

    Article  Google Scholar 

  • Balu, G. (1985). The measurement and prediction of career commitment. Journal of Occupational Psychology, 58, 277–288.

    Google Scholar 

  • Bochner, S., & Hesketh, B. (1994). Power distance, individualism/collectivism, and job-related attitudes in a culturally diverse work group. Journal of Cross-Cultural Psychology, 25(2), 233–257.

    Article  Google Scholar 

  • Bryk, A. S., & Driscoll, M. E. (1988). The high school as community: Contextual influences and consequences for students and teachers. Madison, WI: National Center on Effective Secondary Schools, University of Wisconsin.

    Google Scholar 

  • Byrne, B. M. (2004). Testing for multigroup invariance using AMOS graphics: A road less travelled. Structural equation modelling, A multidisciplinary Journal, 11(2), 272–300.

    Article  Google Scholar 

  • Celep, C. (2000). Teachers’ organizational commitment in educational organizations. National Forum of Teacher Education Journal, 10E(3) [Online Journal]. Retrieved July 23, 2012 from http://www.nationalforum.com/Archives.htm.

  • Chapman, D. W., & Lowther, M. A. (1982). Teachers’ satisfaction with teaching. Journal of Educational Research, 75(4), 241–247.

    Google Scholar 

  • Chapman, D. W. (1983). A model of the influences on teacher attrition. Journal of Teacher Education, 34(5), 43–49.

    Article  Google Scholar 

  • Chew, I., & Putti, J. (1995). Relationship on work-related values of Singaporean and Japanese managers in Singapore. Human Relations, 48(10), 1149–1170.

    Article  Google Scholar 

  • Choong, Y. O., Wong, K. L., & Lau, T. C. (2011). Psychological empowerment and organizational commitment in the Malaysian private higher education institutions: A review and research agenda. Academic Research International, 1(3), 236–245.

    Google Scholar 

  • Clugston, M., Howel, J. P., & Dorfman, P. W. (2000). Does cultural socialization predict multiple bases and foci of commitment. Journal of Management, 26, 5–30.

    Article  Google Scholar 

  • Cohen, A. (2000). The relationship between commitment forms and work outcomes: A comparison of three models. Human Relations, 53(3), 387–417.

    Article  Google Scholar 

  • Cohen, A. (2007). An examination of the relationships between commitments and culture among five cultural groups of Israeli teachers. Journal of Cross-Cultural Psychology, 38(1), 34–49.

    Article  Google Scholar 

  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337.

    Article  Google Scholar 

  • Colarelli, S. M., & Bishop, R. C. (1990). Career commitment: Functions, correlates, and management. Group and Organization Studies, 15(2), 158–176.

    Article  Google Scholar 

  • Department of Statistics Malaysia (2013). Retrieved May, 28, 2013, from http://www.statistics.gov.my/portal/index.php?lang=en.

  • Economic and Social Research Council (ESRC). (2005). Research ethics framework. Retrieved March 14, 2009, from http://www.esrc.ac.uk/ESRCInfoCentre/Images/ESRC_Re_Ethics_Frame_tcme6-11291.pdf.

  • Fauziah, N., Rahmah, M. R., Rohani, G., Rasimah, A., & Zabani, D. (2010). Teacher professionalisation and organizational commitment: Evidence from Malaysia. International Business & Economics Research Journal, 9(2), 49–58.

    Google Scholar 

  • Firestone, W. A., & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10(4), 285–299.

    Article  Google Scholar 

  • Firestone, W., & Pennell, J. R. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of Educational Research, 63(4), 489–525.

    Article  Google Scholar 

  • Firestone, W. A. (1996). Images of teaching and proposals for reform: A comparison of ideas from cognitive and organisational research. Educational Administration Quarterly, 32(2), 209–235.

    Article  Google Scholar 

  • Fischer, R., & Smith, P. B. (2006). Who cares about justice? The moderating effect of values on the link between organizational justice and work behaviour. Applied Psychology: An International Review, 55, 541–562.

    Article  Google Scholar 

  • Fontaine, R., Richardson, S., & Foong, Y. P. (2002). The tropical fish revisited: A Malaysian perspective. Cross Cultural Management, 9, 60–70.

    Article  Google Scholar 

  • Fresko, B., Kfir, D., & Nasser, F. (1997). Predicting teacher commitment. Teaching and Teacher Education, 13(4), 429–438.

    Article  Google Scholar 

  • Greenhaus, J. H., & Simon, W. E. (1977). Career salience, work values, and vocational indecision. Journal of Vocational Behavior, 10(1), 104–110.

    Article  Google Scholar 

  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (Eds.). (2010). Multivariate data analysis. New Jersey: Prentice Hall.

    Google Scholar 

  • Hofstede, G. (1980). Cultures consequences: International differences in work related values. Beverly Hills, CA: Sage.

    Google Scholar 

  • Huberman, M. (1993). The lives of teachers. With Marie-Madeleine Grounauer & Jurg Marti (J. Neufield, Trans.). New York: Teachers College Press (first published in Switzerland as La vie des enseignants by Editions Delachaux & Niestle in 1989).

  • John, M. C., & Taylor, J. W. (1999). Leadership style, school climate, and the institutional commitment of teachers. Christian Education Journal, 2(1), 25–57.

    Google Scholar 

  • Kanungo, R. N. (1982). Measurement of job and work involvement. Journal of Applied Psychology, 67, 341–349.

    Article  Google Scholar 

  • Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28(1), 5–42.

    Article  Google Scholar 

  • Lim, L. (1998). Cultural attributes of Malays and Malaysian Chinese: Implications for research and practice. Malaysia Management Review, 33(2), 81–88.

    Google Scholar 

  • Lodahl, T. M., & Kejner, M. (1965). The definition and measurement of job involvement. Journal of Applied Psychology, 49(1), 24–33.

    Article  Google Scholar 

  • Louis, K. S., & Smith, B. (1990). Teacher working conditions. In P. Reyes (Ed.), Teachers and their workplace: Commitment, perfomance and productivity (pp. 23–47). Newbury Park: Sage Publication.

    Google Scholar 

  • Louis, K. S. (1998). Effects of teacher quality of work life in secondary schools on commitment and sense of efficacy. School Effectiveness and School Improvement, 9(1), 1–27.

    Article  Google Scholar 

  • Mano, M. (1986). The influence of culture in management in Malaysia. Malaysia Management Review, 21(3), Retrieved May 2, 2004, from http://mgv.mim.edu.my/MMR/8612/frame.htm.

  • Manrai, L. A., & Manrai, A. K. (1996). Current issues in the cross-cultural and cross-national consumer research. Journal of International Consumer Marketing, 8(3/4), 9–22.

    Article  Google Scholar 

  • Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.

    Article  Google Scholar 

  • McCracken, J. D., & Etuk, L. A. (1986). Commitment of Ohio vocational agriculture teachers to their profession. The Journal of the American Association of Teacher Educators in Agriculture, 27(2), 2–18.

    Google Scholar 

  • Meyer, J. P., Allen, N. J., & Topolnytsky, L. (1998). Commitment in a changing world of work. Canadian Psychology. Psychologie Canadienne, 39. (pp. 83–93). Thousand Oaks, CA: Sage.

  • Meyer, J. P., & Allen, N. J. (1997). Commitment in the workplace: Theory, research and applications. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Mowday, R. T., Porter, L. W., & Steers, R. M. (1982). Employee-organization linkages: The psychology of commitment, absenteeism and turnover. New York: Academic Press.

    Google Scholar 

  • Najeemah, M. Y. (2012). School climate and teachers’ commitment: A case study of Malaysia. International Journal of Economics Business and Management Studies, 1(2), 65–75.

    Google Scholar 

  • Nias, J. (1981). Commitment and motivation in primary school teachers. Educational Review, 33(3), 181–190.

    Article  Google Scholar 

  • Nir, A. E. (2002). School-based management and its effect on teacher commitment. International Journal of Leadership in Education, 5(4), 323–341.

    Article  Google Scholar 

  • Omar, S. A., & Aziz, I. (2002). Membentuk nilai positif dan komitmen pekerja dalam organisasi (pp. 32–33). Dewan Ekonomi, February.

  • Park, I. (2005). Teacher commitment and its effects on students achievement in American high schools. Educational Research and Evaluation, 11(5), 461–485.

    Article  Google Scholar 

  • Razak, N. A., Darmawan, I. G. N., & Keeves, J. P. (2010). The influence of culture on teacher commitment. Social Psychology of Education, 13(2), 185–205.

    Article  Google Scholar 

  • Reichers, A. E. (1985). A review and reconceptualization of organizational commitment. Academy of Management Review, 37, 803–836.

    Google Scholar 

  • Reyes, P. (1990). Linking commitment, performance, and productivity. In P. Reyes (Ed.), Teachers and their workplace: Commitment, performance, and productivity. San Francisco, CA: Sage.

    Google Scholar 

  • Riehl, C., & Sipple, J. W. (1996). Making the most of time and talent: Secondary school organizational climates, teaching task environments, and teacher commitment. American Educational Research Journal, 33(4), 873–901.

    Article  Google Scholar 

  • Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. New York: Teachers College Press.

    Google Scholar 

  • Rosenholtz, S. J., & Simpson, C. (1990). Workplace conditions and the rise and fall of teachers’ commitment. Sociology of Education, 63(4), 241–257.

    Article  Google Scholar 

  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modelling, (2nd edn). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Schwartz, S. H., Sagiv, L., & Boehnke, K. (2000). Worries and values. Journal of Personality, 68, 309–346.

    Article  Google Scholar 

  • Schwartz, S. H., & Bardi, A. (2001). Value hierarchies across cultures: Taking a similarities perspective. Journal of Cross Cultural Psychology, 32, 268–290.

    Article  Google Scholar 

  • Sendut, H., Madsen, J., & Thong, G. (1990). Managing in a plural society. Singapore: Longman.

    Google Scholar 

  • Sharma, S. (1996). Applied multivariate techniques. New York: Wiley.

    Google Scholar 

  • Singh, K., & Billingsley, B. S. (1998). Professional support and its effects on teachers’ commitment. Journal of Educational Research, 91(4), 229–239.

    Article  Google Scholar 

  • Sinkovics, R. R., Salzberger, T., & Holzmüller, H. H. (1998). Assessing easurement equivalence in cross-national consumer behavior research: Principles, relevance and application issues. In I. Balderjahn & C. Mennicken (Eds.), New developments and approaches in consumer behaviour research (pp. 269–288). London: MacMillan.

  • Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational Administration Quarterly, 38(4), 555–577.

    Article  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York: Harper Collins College Publisher.

    Google Scholar 

  • Triandis, H. C. (1995). Individualism & collectivism. Boulder CO., US: Westview Press.

    Google Scholar 

  • Tsui, K. T., & Cheng, Y. C. (1999). School organisational health and teacher commitment: A contingency study with multi-level analysis. Educational Research and Evaluation, 5(3), 249–268.

    Article  Google Scholar 

  • Tyree, A. K. (1996). Conceptualising and measuring commitment to high school teaching. Journal of Educational Research, 89(5), 295–304.

    Article  Google Scholar 

  • Warr, P., Cook, J., & Wall, T. (1979). Scales for the measurement of some work attitudes and aspects of psychological well-being. Journal of Occupational Psychology, 52(2), 129–148.

    Article  Google Scholar 

  • Wiener, Y., & Vardi, Y. (1980). Relationships between job, organization, and career commitments and work outcomes-an integrative approach. Organizational Behavior and Human Performance, 26(1), 81–96.

    Article  Google Scholar 

  • Yousef, D. A. (2000). Organizational commitment: A mediator of the relationships of leadership behavior with job satisfaction and performance in a non-western country. Journal of Managerial Psychology, 15(1), 6–24.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. SEAMEO RECSAM, Jalan Sultan Azlan Shah, 11700 , Gelugor, Penang, Malaysia

    Lei Mee Thien

  2. School of Educational Studies, Universiti Sains Malaysia, 11800 , Minden, Penang, Malaysia

    Nordin Abd Razak

Authors
  1. Lei Mee Thien
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nordin Abd Razak
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lei Mee Thien.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Thien, L.M., Razak, N.A. Teacher commitment: a comparative study of Malaysian ethnic groups in three types of primary schools. Soc Psychol Educ 17, 307–326 (2014). https://doi.org/10.1007/s11218-013-9242-6

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11218-013-9242-6

Keywords

Search

Navigation