A Structural Equation Model of Factors Influencing School Commitment of Teachers in Schools Under Educational Service Area Office 41
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Abstract
This study aimed to develop a structural equation model of factors influencing the school commitment of teachers in schools under Educational Service Area Office 41 and develop practice guidelines for enhancing factors influencing the school engagement of teachers. The multi–stage random sampling was applied to the research samples, which consisted of 450 teachers from selected schools. The research instruments for data collection, to obtain frequency, percent, mean, and standard deviation. A program was also employed to investigate the construct validity and the consistency of the hypothesis model with the empirical data. The findings of this study revealed the following: 1. The structural equation model of factors influencing the school commitment of teachers in schools that developed was consistent with the empirical data. 2. According to the influence coefficient of the factors influencing the school commitment of teachers, it was found that: 1) The direct effect consisted of three factors: job satisfaction, servant leadership, and the perception of school justice. 2) The indirect effect consisted of two factors: the servant leadership and the perception of school justices. 3) The total effect consisted of three factors and the influence coefficient.
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https://doi.org/10.1037/a0031757
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