Strategies for the Development of the Organizational Commitment of Private School Teachers: A Mixed Methods Research
Issued Date
2022-01-01
Resource Type
ISSN
23291656
eISSN
23291591
Scopus ID
2-s2.0-85132624017
Journal Title
International Journal of Educational Organization and Leadership
Volume
29
Issue
1
Start Page
81
End Page
101
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Educational Organization and Leadership Vol.29 No.1 (2022) , 81-101
Suggested Citation
Boontantrapiwat T., Kitcharoen P. Strategies for the Development of the Organizational Commitment of Private School Teachers: A Mixed Methods Research. International Journal of Educational Organization and Leadership Vol.29 No.1 (2022) , 81-101. 101. doi:10.18848/2329-1656/CGP/V29I01/81-101 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/84011
Title
Strategies for the Development of the Organizational Commitment of Private School Teachers: A Mixed Methods Research
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
The present study aimed to analyze, synthesize, and examine the available empirical research on private school teachers’ organizational commitment and the organizational- and individual-related variables that influence it to propose strategies for the development of organizational commitment of private school teachers. An explanatory sequential mixed methods design was applied. Quantitative methodology was employed to conduct a meta-analysis following PRISMA guidelines. Eligible studies were identified from six online databases for a total of 2,428 studies. After applying the inclusion and exclusion criteria, fourteen studies remained. The data were analyzed using the Pearson formula and Fisher’s Z for effect sizes individually and across studies. Organizational-related variables found in this study were leadership and learning organization, while individual-related variables were empowerment, motivation, positive psychology capital, perceived organizational support, and positive thinking. The qualitative phase consisted of semi-structured interviews with administrators and teachers working in private schools. Inductive coding and SWOT-TOWS (Strengths, Weaknesses, Opportunities, and Threats) analyses were used to formulate strategies, and appropriateness and feasibility were then verified. Finally, organizational- and individual-related strategies were proposed for the development of private school teachers’ organizational commitment.