Aspects of professional support on teachers` commitment to the teaching profession

Abstract

This research was conducted to determine whether there is a relationship between aspects of professional support, which is principal leadership or support and peer support with teachers' commitment to the teaching profession. A random sample of 131 teachers from five secondary schools in Johor were given questionnaire on diagnosing their perceptions of principal leadership/support, peer support and commitment to their profession. The instrument used for the research methodology was adapted from the Organizational Commitment Questionnaire (OCQ) and Management Supportive Behavior Scale. The questionnaire consists of four sections, the background information, principal leadership or support, peer support and teachers' commitment. Data was analyzed using descriptive statistics, factor analysis and Pearson correlation analysis. The findings of the study revealed that there is a positive relationship between principal leadership or support and tea􀁹hers' commitment. The possible explanation for this is teachers who experience higher levels of support from the principal are more committed to their profession. The four factors of principal support focused on clear communication of goals, fair evaluation and recognition, instructional support, and specific assistance or support. Results of findings also identified that factor of peer support such as cooperation among peers, peer's help and assistance significantly affected teachers' commitment. In conducting with background variables, the result shows a significant correlation between age and teaching experience to teachers' commitment, which means commitment increases as individuals grow older and accumulate experience. On the other hand, level of education I and gender do not showed any significant relationship with teachers' commitment to the teaching. Discussions for these and other results, implications to the teaching profession, and areas for future research were suggested at the end of the study.