Influence of Teacher Sense of Efficacy, School Governance, and Instructional Leadership Behavior on Teacher Commitment

Teacher commitment is declining. The contribution of teacher sense of efficacy, School governance and Instructional Leadership Behavior professional identity on teacher commitment was determined. Diagnostic research design was employed. The data from 210 respondents, selected through total enumeration, were analyzed using multiple regression analysis. Four adapted questionnaires were used, each pilot-tested and found to have acceptable to good internal consistency (Cronbach’s alpha ranging from 0.819 to 0.889). It was found that teacher sense of efficacy, school governance, and instructional leadership behavior collectively account for about 50% of the variance in teacher commitment, partially supporting Social Cognitive Theory. Future studies may examine other variables and use qualitative approaches to explain the remaining variance in teacher commitment, while educational leaders may prioritize enhancing school governance as a key intervention to strengthen organizational commitment. The remaining variance suggests that other factors, such as job satisfaction, work stress, organizational culture, or teacher motivation, may also influence commitment and warrant further study. Findings are based on a total enumeration of 210 teachers in one school district, and generalization to other settings should be made with caution.

Influence of teacher sense of efficacy, school governance, instructional leadership behavior

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