The Development and Examination of a Teaching Commitment Scale for Elementary School Health and Physical Education Teachers
The purpose of this study was to develop and examine a
Teaching Commitment Scale of Health and Physical Education
(TCS-HPE) for Taiwanese elementary school teachers. First of all,
based on teaching commitment related theory and literatures to
develop a original scale with 40 items, later both stratified random
sampling and cluster sampling were used to sample participants.
During the first stage, 300 teachers were sampled and 251 valid scales
(83.7%) returned. Later, the data was analyzed by exploratory factor
analysis to obtain 74.30% of total variance for the construct validity.
The Cronbach-s alpha coefficient of sum scale reliability was 0.94, and
subscale coefficients were between 0.80 and 0.96. In the second stage,
400 teachers were sampled and 318 valid scales (79.5%) returned.
Finally, this study used confirmatory factor analysis to test validity and
reliability of TCS-HPE. The result showed that the fit indexes reached
acceptable criteria(¤ç2
(246 ) =557.64 , p<.05, RMSEA= 0.03, GFI = 0.96,
AGFI = 0.95, NFI = 0.91, CFI = 0.98, RMR = 0.04, SRMR = 0.03). In
conclusion, TCS-HPE has four dimensions with 24 items, including
teaching identification, teaching involvement, teaching objectives and
tendency towards work continuation. It is an acceptable measurement
instrument with reliability and validity.
[1] H. H. Lee, "A study of professional commitment and their related
influence factors for elementary school teachers in Taiwan," Unpublished
doctoral dissertation, National Chengchi University, Taiwan, 1993.
[2] V. I. Nichols, "The impact of workplace conditions on teacher
commitment, teaching and learning," ProQuest Digital Dissertations, NO.
AAT 3040780, 2002.
[3] R. W.Riley, M. Smith and P. D. Forgione, " Teacher professionalization
and teacher commitment: A multilevel analysis," Washington, DC: U.S.
Department of Education, National Center for Education Statistics,1997.
[4] E. Canrinus, M. Helms-Lorenz, D. Beijaard, D. Buitink, and A. Hofman,
"Self-efficacy, job satisfaction, motivation and commitment: exploring
the relationships between indicators of teachers- professional identity,"
European Journal of Psychology of Education, vol. 27, no. 1, pp. 115-132,
2012.
[5] C. Day, B. Elliot, and A. Kington, "Reform, standards and teacher identity:
Challenges of sustaining commitment," Teaching and Teacher Education,
vol. 21, no. 5, pp. 563-577,2005.
[6] M. K. Jennett, S. L. Harris, and G. B. Mesibov-s, "Commitment to
philosophy, teacher efficacy, and burnout among teachers of children with
autism," Journal of Autism and Developmental Disorders, vol. 33, no. 6,
pp. 583-593, 2003.
[7] N. Jones, and P. Youngs, "Attitudes and affect: Daily emotions and their
association with the commitment and burnout of beginning teachers,"
Teachers College Report, vol. 114, no. 2, pp. 1-36, 2012.
[8] S. Sharif, S. Kanik, A. T. Omar, and S. Sulaiman, "The relationship
between teachers- empowerment and teachers- organizational
commitment in rural secondary schools," International Journal of
Learning, vol, 17, no. 12, pp. 245-266, 2011.
[9] S. J. Rosenholt, "Teachers- workplace: The social organization of schools,"
New York, NY: Longman, 1989.
[10] H. W. Ware, A. Kitsantas, "Predicting teacher commitment using
principal and teacher efficacy variables: An HLM approach," The Journal
of Educational Research, vol. 104, pp. 183-193, 2011.
[11] J. W. Kushman, "The organizational dynamics of teacher workplace
commitment: A study of urban elementary and middle schools,"
Educational Administration Quarterly, vol. 28, pp. 5-42, 1992.
[12] W. A. Firestone and J. R. Pennell, "Teacher commitment, working
conditions and differential incentive policies," Review of Educational
Research, vol.63, no.4, pp.484-526, 1993.
[13] A. K. Tyree, "Analyzing teaching commitment: Theoretical and empirical
dimensions," ERIC Document No. ED336365, 1991.
[14] P. A. Composto, "Collegial leadership and teacher commitment to the
school," ProQuest digital dissertations, NO. AAT 3049705, 2002.
[15] T. L. Grady, "Identifying determinants of commitment and turnover
behavior," Journal of Applied Psychology, vol. 78,pp. 306-318, 1988.
[16] C. L. Chen, "A study of professional development, teaching commitment
and school efficacy in elementary school," Unpublished mater thesis,
National Kaoshiung Normal University, Taiwan. 1994.
[17] R. L. Carson, and M. A. Chase, "An examination of physical education
teacher motivation from a self-determination theoretical framework,"
Physical Education & Sport Pedagogy, vol, 14, no, 4, pp-335-353, 2009.
[18] K. G. JÖreskog, and D. SÖrborn, "LISREL 8: Structural equation
modeling with the SIMPLIS command language," Chicago, IL: Scientific
Software International, 1993.
[19] R. P. Bagozzi and Y. Yi, "On the evaluation of structural equation models,"
Academic of Marketing Science, vol. 16, pp. 74-94, 1988.
[20] A. Diamantopoulos, and J. A. Siguaw, "Introducing LISREL : A guide for
structural equation modeling," California: Sage Publications Inc, 2000.
[21] P. M. Bentler, and D. G. Bonnet, "Significance tests and goodness of fit in
the analysis of covariance structures," Psychological Bulletin, vol. 88, pp.
588-606, 1980
[1] H. H. Lee, "A study of professional commitment and their related
influence factors for elementary school teachers in Taiwan," Unpublished
doctoral dissertation, National Chengchi University, Taiwan, 1993.
[2] V. I. Nichols, "The impact of workplace conditions on teacher
commitment, teaching and learning," ProQuest Digital Dissertations, NO.
AAT 3040780, 2002.
[3] R. W.Riley, M. Smith and P. D. Forgione, " Teacher professionalization
and teacher commitment: A multilevel analysis," Washington, DC: U.S.
Department of Education, National Center for Education Statistics,1997.
[4] E. Canrinus, M. Helms-Lorenz, D. Beijaard, D. Buitink, and A. Hofman,
"Self-efficacy, job satisfaction, motivation and commitment: exploring
the relationships between indicators of teachers- professional identity,"
European Journal of Psychology of Education, vol. 27, no. 1, pp. 115-132,
2012.
[5] C. Day, B. Elliot, and A. Kington, "Reform, standards and teacher identity:
Challenges of sustaining commitment," Teaching and Teacher Education,
vol. 21, no. 5, pp. 563-577,2005.
[6] M. K. Jennett, S. L. Harris, and G. B. Mesibov-s, "Commitment to
philosophy, teacher efficacy, and burnout among teachers of children with
autism," Journal of Autism and Developmental Disorders, vol. 33, no. 6,
pp. 583-593, 2003.
[7] N. Jones, and P. Youngs, "Attitudes and affect: Daily emotions and their
association with the commitment and burnout of beginning teachers,"
Teachers College Report, vol. 114, no. 2, pp. 1-36, 2012.
[8] S. Sharif, S. Kanik, A. T. Omar, and S. Sulaiman, "The relationship
between teachers- empowerment and teachers- organizational
commitment in rural secondary schools," International Journal of
Learning, vol, 17, no. 12, pp. 245-266, 2011.
[9] S. J. Rosenholt, "Teachers- workplace: The social organization of schools,"
New York, NY: Longman, 1989.
[10] H. W. Ware, A. Kitsantas, "Predicting teacher commitment using
principal and teacher efficacy variables: An HLM approach," The Journal
of Educational Research, vol. 104, pp. 183-193, 2011.
[11] J. W. Kushman, "The organizational dynamics of teacher workplace
commitment: A study of urban elementary and middle schools,"
Educational Administration Quarterly, vol. 28, pp. 5-42, 1992.
[12] W. A. Firestone and J. R. Pennell, "Teacher commitment, working
conditions and differential incentive policies," Review of Educational
Research, vol.63, no.4, pp.484-526, 1993.
[13] A. K. Tyree, "Analyzing teaching commitment: Theoretical and empirical
dimensions," ERIC Document No. ED336365, 1991.
[14] P. A. Composto, "Collegial leadership and teacher commitment to the
school," ProQuest digital dissertations, NO. AAT 3049705, 2002.
[15] T. L. Grady, "Identifying determinants of commitment and turnover
behavior," Journal of Applied Psychology, vol. 78,pp. 306-318, 1988.
[16] C. L. Chen, "A study of professional development, teaching commitment
and school efficacy in elementary school," Unpublished mater thesis,
National Kaoshiung Normal University, Taiwan. 1994.
[17] R. L. Carson, and M. A. Chase, "An examination of physical education
teacher motivation from a self-determination theoretical framework,"
Physical Education & Sport Pedagogy, vol, 14, no, 4, pp-335-353, 2009.
[18] K. G. JÖreskog, and D. SÖrborn, "LISREL 8: Structural equation
modeling with the SIMPLIS command language," Chicago, IL: Scientific
Software International, 1993.
[19] R. P. Bagozzi and Y. Yi, "On the evaluation of structural equation models,"
Academic of Marketing Science, vol. 16, pp. 74-94, 1988.
[20] A. Diamantopoulos, and J. A. Siguaw, "Introducing LISREL : A guide for
structural equation modeling," California: Sage Publications Inc, 2000.
[21] P. M. Bentler, and D. G. Bonnet, "Significance tests and goodness of fit in
the analysis of covariance structures," Psychological Bulletin, vol. 88, pp.
588-606, 1980
@article{"International Journal of Business, Human and Social Sciences:49326", author = "Yi-Hsiang Pan and Wei-Ting Hsu and Chang-Pang Lin", title = "The Development and Examination of a Teaching Commitment Scale for Elementary School Health and Physical Education Teachers", abstract = "The purpose of this study was to develop and examine a
Teaching Commitment Scale of Health and Physical Education
(TCS-HPE) for Taiwanese elementary school teachers. First of all,
based on teaching commitment related theory and literatures to
develop a original scale with 40 items, later both stratified random
sampling and cluster sampling were used to sample participants.
During the first stage, 300 teachers were sampled and 251 valid scales
(83.7%) returned. Later, the data was analyzed by exploratory factor
analysis to obtain 74.30% of total variance for the construct validity.
The Cronbach-s alpha coefficient of sum scale reliability was 0.94, and
subscale coefficients were between 0.80 and 0.96. In the second stage,
400 teachers were sampled and 318 valid scales (79.5%) returned.
Finally, this study used confirmatory factor analysis to test validity and
reliability of TCS-HPE. The result showed that the fit indexes reached
acceptable criteria(¤ç2
(246 ) =557.64 , p", keywords = "Attitude, belief, construct validity, teachers'
professional development.", volume = "6", number = "10", pages = "2484-6", }
