A Systematic Review of Empirical Evidence on Teachers’ Organizational Commitment 1994–2018

Ronit Bogler, Izhak Berkovich

Research output: Contribution to journalArticlepeer-review

Abstract

This article aims to integrate over two decades of empirical research findings on teachers’ organizational commitment (OC) to explore its antecedents and outcomes. Via a criteria-based approach, 68 peer-reviewed quantitative empirical articles published between 1994 and 2018 were identified and included for analysis. A systematic review revealed three core themes: demographic, within-person, and role-related predictors of teachers OC; interpersonal and contextual predictors of teachers’ OC; and outcomes of teachers OC. Our review detected major “blind spots” related to antecedents, mediators, and moderators, and outcomes. Recommendations are provided to help advance knowledge on teachers’ OC in upcoming decades.

Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalLeadership and Policy in Schools
DOIs
StatePublished - 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Strategy and Management

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