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Urban Education, Vol. 41, No. 6, 603-627 (2006)
DOI: 10.1177/0042085906292512

Organizational Commitment of Teachers in Urban Schools

Examining the Effects of Team Structures

Jay R. Dee

University of Massachusetts Boston

Alan B. Henkin

University of Iowa

Carole A. Singleton

University of Northern Iowa

This study examines the effects of four team-based structures on the organizational commitment of elementary teachers in an urban school district. The study model focuses on organizational commitment and includes three intervening, endogenous variables: teacher empowerment, school communication, and work autonomy. Team teaching had both direct and indirect effects on commitment to the school. Curriculum teamwork, governance teamwork, and community-relations teamwork each contributed indirectly to higher levels of teacher commitment. Research results suggest the need for organizational designs and procedures that reinforce teacher identification with and involvement in the school organization.

Key Words: organizational commitment • teacher empowerment • teams • teacher autonomy


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