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

Ronit Bogler; Izhak Berkovich

doi:10.1080/15700763.2020.1774783

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

Ronit Bogler
, Izhak Berkovich

Education

Open University of Israel

Research output: Contribution to journal › Article › peer-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 language	English
Pages (from-to)	1-18
Number of pages	18
Journal	Leadership and Policy in Schools
DOIs	https://doi.org/10.1080/15700763.2020.1774783
State	Published - 2020

ASJC Scopus subject areas

Education
Strategy and Management

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10.1080/15700763.2020.1774783

Cite this

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title = "A Systematic Review of Empirical Evidence on Teachers{\textquoteright} Organizational Commitment 1994–2018",

abstract = "This article aims to integrate over two decades of empirical research findings on teachers{\textquoteright} 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{\textquoteright} 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{\textquoteright} OC in upcoming decades.",

author = "Ronit Bogler and Izhak Berkovich",

note = "Funding Information: This work was supported by The Open University of Israel. We thank Avishay Zilka for his valuable assistance in the early stage of the research. Publisher Copyright: {\textcopyright} 2020, {\textcopyright} 2020 Taylor \& Francis Group, LLC. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.",

year = "2020",

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language = "English",

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journal = "Leadership and Policy in Schools",

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AU - Berkovich, Izhak

N1 - Funding Information: This work was supported by The Open University of Israel. We thank Avishay Zilka for his valuable assistance in the early stage of the research. Publisher Copyright: © 2020, © 2020 Taylor & Francis Group, LLC. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.

PY - 2020

Y1 - 2020

N2 - 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.

AB - 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.

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ER -

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

Abstract

ASJC Scopus subject areas

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