Teacher collegiality and organizational commitment in high-achieving and low-achieving secondary schools of Islamabad, Pakistan

• Main Authors: Shah, Madiha, Hussin, Sufean
• Format: Conference or Workshop Item
• Language: English
• Published: 2010
• Subjects: LB Theory and practice of education
• Online Access: http://repo.uum.edu.my/2008/1/LLL_-_T3_-_17.pdf; http://repo.uum.edu.my/2008/; http://3linc.uum.edu.my/
• Institution: Universiti Utara Malaysia

This paper aims to identify the impact of teacher collegiality on organizational commitment among high-achieving and low-achieving public secondary school teachers in Islamabad,Pakistan. The present study is a descriptive (survey) study which is carried out on a sample of 364 public secondary school teachers from 17 schools including eight high-achieving (four male and four female) and nine low-achieving (four male and five female)secondary schools. The study uses Structural Equation Modeling (SEM) with AMOS 16.0 to assess the impact of teacher collegiality on organizational commitment. It further uses multiple-group SEM analysis to determine if the impact of teacher collegiality on organizational commitment was equivalent across two groups (i.e., high-achieving school teachers versus low-achieving school teachers). The analysis confirms that teacher collegiality positively impact organizational commitment among secondary school teachers. The multi-group SEM analysis does not support for the moderating effects of school type based on achievement.