Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers
Dennis M. McInerney, Fraide A. Ganotice, Department of Special Education and Counselling, Hong Kong ; Ronnel B. King, Department of Curriculum and Instruction, Hong Kong ; Herbert W. Marsh, Alexandre J.S. Morin, Institute for Positive Psychology and Education (IPPE), Australia
TATE Volume 52, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English medium and Chinese medium of instruction, and band 1 and band 2 schools participated. Teachers from religious schools were higher in affective commitment to organization while teachers from non-religious schools were higher in normative commitment to profession. Teachers from EMI and band 1 schools were higher in affective and normative commitments while teachers from CMI and band 2 schools were higher in turnover intentions.
McInerney, D.M., Ganotice, F.A., King, R.B., Marsh, H.W. & Morin, A.J.S. (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 52(1), 11-23. Elsevier Ltd.