Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 12 no. 3 Part 2 (2024)

Professionalism, Commitment, and Teaching Performance: Basis For Teaching Development Plan

Renbing Lee

Discipline: Teacher Training

 

Abstract:

The aim of this study was to comprehensively evaluate the interconnections between teachers' professionalism, commitment, and teaching performance, with a particular focus on how these elements were influenced by demographic factors such as age, sex, length of service, and educational attainment. It specifically assessed aspects of professionalism such as pedagogical knowledge, lifelong learning, ethical practices, and collaboration; measured commitment to the teaching profession, work team, and school; and evaluated performance in goal-setting, strategies, methods, and feedback. Utilizing a descriptive research design, the study analyzed significant differences and relationships among these variables, based on a sample of 405 randomly selected teachers from a population of 1580. The teachers completed questionnaires to provide insights into the implementation and effects of smart classrooms. Overall, teachers' professionalism was rated as agree, with their commitment to teaching and performance receiving the same rating. No significant differences were found in teachers' professionalism when grouped by age, sex, length of service, or highest educational attainment, as the p-values exceeded the 0.05 threshold. Similarly, there were no significant differences in teachers' commitment to teaching or performance across these demographic categories. However, commitment to the teaching profession and school was significantly related to teachers' collaboration with colleagues. Additionally, teaching goals and planning were significantly related to teachers' pedagogical knowledge, as well as their commitment to the profession and school. Furthermore, teaching strategies, methods, and teaching evaluation and feedback were significantly related to commitment to the school. Consequently, the study proposed a development plan aimed at enhancing colleague collaboration, strengthening ethical practices, and improving teaching goals, strategies, and feedback to address identified areas for improvement.



References:

  1. Shulman, L. S. (2019). The wisdom of practice: Essays on teaching, learning, and learning to teach. Jossey-Bass.
  2. Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Routledge.
  3. Hallinger, P., & Wang, W. C. (2020). The evolution of instructional leadership and its relationship with school improvement in the era of accountability. International Journal of Educational Management, 34(1), 3-20.
  4. Nurulloh, A., Aprilianto, A., Sirojuddin, A., & Maarif, M. A. (2020). The role of the head of madrasah’s policy in improving teacher professionalism. Islamic Education Management, 5(3).           
  5. Ibrahim, A. I., & Aljneibi, F. (2022). The influence of personal and work-related factors on teachers’ commitment during educational change: A study on UAE public schools. Research Article, 8(11), e11333.
  6. Comighud, S. M. T., & Arevalo, M. J. (2021). Motivation in relation to teachers’ performance.
  7. Hill, J. (2019). Educational Management Program for Educators and Administrators. Educational Research, 62(3), 340–356. https://doi.org/ 10.1080/00131881.2020.1796517
  8. Mwesiga, A., & Okendo, E. O. (2018). Effectiveness of heads of schools in supervising teachers’ teaching activities in secondary schools in Kagera Region, Tanzania. International Journal of Scientific Research and Management (IJSRM), 6(4), SH-2018-91-117.
  9. Crimson, A. (2019). The Modern Teacher (pp. 15-27). Springer, Cham.
  10. Ankara, A. (2018). The Core Behavioral Competencies of Teachers. Springer.
  11. Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and instruction, 53, 109-119.
  12. Esudu, S. (2019). Teacher and his Motivation in the Profession. Journal of Parallel and Distributed Computing, 165, 66-78.
  13. McCombes, M. (2022). The Statistics in the 21st Century. Journal of Management Research, 7(4), 54-72.
  14. Sun, Y., & Li, Z. (2023). Teaching performance onwards to students’ academic achievement in secondary schools. International Journal of Educational Development, 58(4), 112–129.
  15. Celep, C. (2000). Teachers’ commitment towards liberating education in the 21st century. Educational Research Journal, 18(2), 45–60.
  16. Jeong, H., Kim, S., & Park, Y. (2016). The influences of professionalism and openness to change in educational systems. Journal of Educational Change, 17(3), 223–240.
  17. George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
  18. Tyaningsih, A. R., Suryadi, S., & Rahmawati, D. (2021). Self-efficacy, teacher leadership, and teacher professionalism in secondary school. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 6(2).
  19. Joo, Y. H. (2020). The effects of distributed leadership on teacher professionalism: The case of Korean middle schools. International Journal of Educational Research, 99, 101500.
  20. MacPhail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., & Bain, Y. (2018). The professional development of higher education-based teacher educators: Needs and realities. Professional Development in Education, 45(5), 848–861.
  21. Liu, Y., & Werblow, J. (2019). The operation of distributed leadership and the relationship with organizational commitment and job satisfaction of principals and teachers: A multi-level model and meta-analysis using the 2013 TALIS data. International Journal of Educational Research, 96, 41-55.
  22. Ozdem, G., & Sezer, S. (2019). The relationship between solution-focused school leadership and organizational cynicism, organizational commitment, and teachers’ job satisfaction. International Journal of Progressive Education, 15(1), 167-183.
  23. Orunbon, N. O., & Isaac-Philips, M. M. (2021). School organisational silence, teachers’ job commitment and productivity in senior secondary schools’ education district I of Lagos State, Nigeria. Journal of Educational Sciences, 5(3), 569-583.Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(Suppl. 1), S36-S38. https://dx.doi.org/10.21839/jaar.2018.v3S1.166
  24. Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(Suppl. 1), S36-S38. https://dx.doi.org/10.21839/jaar.2018.v3S1.166
  25. Grant, A. M. (2020). An integrated model of goal‐focused coaching: an evidence‐based framework for teaching and practice. Coaching researched: A coaching psychology reader, 115-139.
  26. Neumerski, C. M., Grissom, J. A., Goldring, E., Rubin, M., Cannata, M., Schuermann, P., & Drake, T. A. (2018). Restructuring instructional leadership: How multiple-measure teacher evaluation systems are redefining the role of the school principal. The Elementary School Journal, 119(2), 270-297.
  27. Caballes, C. S., & Limos-Galay, J. A. (2023). Correlates of organizational commitment: Basis for strategic intervention plan. International Journal of Research Studies in Management, 11(12), 15-32.
  28. Bashir, B., & Gani, A. (2020). Correlates of organizational commitment among university teachers in India: An empirical investigation. Journal of Alternative Finance, 16(1). https://doi.org/10.1177/2319510X19872632
  29. Connolly, M., James, C., & Fertig, M. (2019). The difference between educational management and educational leadership and the importance of educational responsibility. Educational Management Administration & Leadership, 47(4).
  30. Farihin, S., Suteja, M., Muslihudin, A., Aris, A. S., Arif Abdul Haqq, & Winarso, W. (2022). A skill application model to improve teacher competence and professionalism. International Journal of Educational Methodology, 8(2), 331-346. ISSN 2469-9632
  31. Gew, L. (2021). The Performance of Master Teachers in Middle Schools. Frontiers in Educational Research.  3(9), 211–223.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic