Organizational Commitment To SDIT X Class Teachers

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Introduction

The phenomenon of teacher substitution at SDIT X is a recurring issue that highlights a problem in the commitment of teachers, particularly class teachers, to the school. This study aims to investigate the level of commitment of class teacher organizations in SDIT X through a qualitative case study of four teachers. The research seeks to understand the challenges faced by class teachers in committing to the organization and to identify potential strategies to improve their commitment.

Understanding Organizational Commitment

Organizational commitment is a condition where individuals favor the organization and its goals, and have a desire to maintain their membership. According to Mowday, Porter, and Steers (in Allen and Meyer, 1977), the characteristics of organizational commitment include:

  1. Accepting Organizational Values and Objectives: Teachers with a high commitment level understand and accept the vision, mission, and values carried by the school.
  2. Having the Desire to Contribute to the Organization: They have the spirit to contribute and provide the best for the progress of the school.
  3. Having a Strong Desire to Stay with the Organization: Teachers with a high commitment level feel bound by the school and have a strong desire to keep a career there.

Methodology

This study uses the NVIVO10 program to process data from four class teachers at SDIT X. The results show that one teacher has a tendency to commit to the middle-level organizational commitment, while the other three have a lower level of commitment.

Findings

The study reveals that two teachers with a low level of commitment also showed the characteristics of continuous commitment. This means that they survive in school because of external factors such as economic needs or lack of other choices, not because of a strong desire to contribute. Furthermore, the study shows that professional commitment as a teacher can be a factor that affects their organizational commitment to schools. Teachers who have a high commitment to their profession tend to have a stronger organizational commitment.

Implications for SDIT X

The results of this study provide an important picture of the commitment of class teachers at SDIT X. These findings can be taken into consideration for the school to conduct evaluations and take strategic steps to increase teacher commitment, both through the development of training programs, improving teacher welfare, to alignment of values-School values with teacher aspirations and needs.

Conclusion

By increasing teacher commitment, SDIT X can create a more positive, productive, and conducive environment for student learning, and help them achieve higher educational goals. The study highlights the importance of understanding the challenges faced by class teachers in committing to the organization and identifies potential strategies to improve their commitment.

Recommendations for Future Research

Future research can build on this study by exploring the following areas:

  • Investigating the relationship between teacher commitment and student outcomes
  • Examining the impact of school policies and practices on teacher commitment
  • Developing and implementing strategies to improve teacher commitment and retention

Limitations of the Study

This study has several limitations, including:

  • The small sample size of four teachers
  • The reliance on self-reported data from the teachers
  • The lack of longitudinal data to track changes in teacher commitment over time

Future Directions

Future research can address these limitations by using larger sample sizes, collecting data from multiple sources, and conducting longitudinal studies to track changes in teacher commitment over time.

Conclusion

In conclusion, this study reveals the challenges of class teacher commitment at SDIT X and highlights the importance of understanding the factors that affect teacher commitment. The findings of this study provide valuable insights for the school to develop strategies to improve teacher commitment and create a more positive, productive, and conducive environment for student learning.

Q: What is organizational commitment, and why is it important for class teachers?

A: Organizational commitment is a condition where individuals favor the organization and its goals, and have a desire to maintain their membership. It is essential for class teachers to have a high level of organizational commitment as it affects their job satisfaction, motivation, and overall performance.

Q: What are the characteristics of organizational commitment?

A: According to Mowday, Porter, and Steers (in Allen and Meyer, 1977), the characteristics of organizational commitment include:

  1. Accepting Organizational Values and Objectives: Teachers with a high commitment level understand and accept the vision, mission, and values carried by the school.
  2. Having the Desire to Contribute to the Organization: They have the spirit to contribute and provide the best for the progress of the school.
  3. Having a Strong Desire to Stay with the Organization: Teachers with a high commitment level feel bound by the school and have a strong desire to keep a career there.

Q: What are the challenges faced by class teachers in committing to the organization?

A: The study reveals that two teachers with a low level of commitment also showed the characteristics of continuous commitment. This means that they survive in school because of external factors such as economic needs or lack of other choices, not because of a strong desire to contribute.

Q: How can SDIT X improve teacher commitment?

A: The study suggests that SDIT X can improve teacher commitment by:

  1. Developing training programs: Providing teachers with opportunities for professional development and growth.
  2. Improving teacher welfare: Enhancing the working conditions and benefits of teachers.
  3. Aligning values-School values with teacher aspirations and needs: Ensuring that the school's values and goals align with the aspirations and needs of its teachers.

Q: What are the benefits of increasing teacher commitment?

A: By increasing teacher commitment, SDIT X can create a more positive, productive, and conducive environment for student learning, and help them achieve higher educational goals.

Q: What are the limitations of this study?

A: This study has several limitations, including:

  1. The small sample size of four teachers: The study only included four teachers, which may not be representative of the entire teaching staff.
  2. The reliance on self-reported data from the teachers: The study relied on self-reported data from the teachers, which may be subject to bias.
  3. The lack of longitudinal data to track changes in teacher commitment over time: The study did not collect data on teacher commitment over time, which may limit its generalizability.

Q: What are the future directions for research on teacher commitment?

A: Future research can build on this study by:

  1. Investigating the relationship between teacher commitment and student outcomes: Examining the impact of teacher commitment on student learning and achievement.
  2. Examining the impact of school policies and practices on teacher commitment: Investigating how school policies and practices affect teacher commitment.
  3. Developing and implementing strategies to improve teacher commitment and retention: Identifying and testing effective strategies to improve teacher commitment and retention.

Q: What are the implications of this study for education policy and practice?

A: The study highlights the importance of understanding the factors that affect teacher commitment and suggests that education policymakers and practitioners should prioritize strategies to improve teacher commitment and retention.