ISSN: 2226-6348
Open access
Teacher commitment is a key factor for an effective and successful school as it can significantly impact educational outcomes. With increasing demands and new challenges schools are facing during these times, what it means by teacher commitment is also changing. To gain more insights about teacher commitment, this systematic literature review explores the methodological trends, contextual patterns, and conceptualizations of teacher commitment from 2018 to 2022. A total of 60 articles are identified following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach using Scopus and Science Direct databases. Results indicate that there is a growing interest in examining the concept of teacher commitment particularly in Asia with studies predominantly conducted at basic education levels using quantitative method. Many of the studies have examined teacher commitment as either a unidimensional or multidimensional construct, depending on teachers’ object of attachment and loyalty, i.e., towards the school, students, and teaching profession. The findings imply that teacher commitment is a complex and dynamic concept as it comes in different forms in various contexts. This review may be used as a reference by educational leaders and practitioners and other researchers inclined to explore teacher commitment as schools continue to adapt to changing educational landscapes.
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(Paunan et al., 2024)
Paunan, R., Tai, M. K., & Jain, J. (2024). A Systematic Literature Review on Teacher Commitment: Methodological and Contextual Trends and its Conceptualization (2018-2022). International Journal of Academic Research in Progressive Education and Development, 13(3), 2678–2692.
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