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Urban Education
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Article

Urban Teacher Commitment: Exploring Associations With Organizational Conflict, Support for Innovation, and Participation

Alan B. Henkin* and Stephanie L. Holliman

University of Iowa

* To whom correspondence should be addressed. E-mail: alan-henkin{at}uiowa.edu.


  Abstract
This study explores relationships between teachers’ organizational commitment and interpersonal conflict, participation activities beyond the classroom, and innovation in schools. Potential relationships among study variables are suggested in research that views affective commitment as a proxy measure for decisions to leave the school. Increments in experience in the profession are negatively associated with organizational commitment. Higher levels of interpersonal conflict are linked to lower levels of organizational commitment. Participation in activities beyond the classroom is marginally related to commitment, whereas support for innovation has a strong positive effect on teachers’ commitment. Results, considered in context, suggest the importance of high levels of commitment and commitment norms in terms of the teachers’ work performance and the stability of the professional workforce.

First published on January 31, 2008, doi:10.1177/0042085907312548

Urban Education 2009;44:160.

A more recent version of this article appeared on March 1, 2009

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