Thesis Research At National Library (11-26-18).docx

RELATED LITERATURE COMMITMENT TO PROFESSION (SR. SHILPI MABEL COSTA, RNDN) Good teachers find a way to get more interested in what they are teaching and to make things more interesting for their students. The best teachers make learning interesting, exciting and important. This conception sees teacher commitment as a passion or a positive emotional attachment to the work of teaching. Teacher’s commitment is an investment of time outside of contact hours with students. This conception identifies teacher commitment as an investment of ‘extra’ time outside of expected contact hours with students. This extra time is discussed as either visible time invested at the school site or, invisible time invested off the school site. Teachers always take time for the students. Disregarding time, he/she is always ready to help students. This conception considers teacher commitment to be a sharp focus on the needs of the students. Teacher commitment is a responsibility to impart knowledge, attitudes, values and beliefs. Teachers who hold this conception place great value on the role that they play in preparing students for the future and for taking responsibility for passing on a core set of skills, understanding and values. Teacher commitment is also a ‘maintaining professional knowledge.’ This is commitment to ongoing professional knowledge and ongoing professional learning. Within this concept is the notion that committed teachers are proactive in their professional development and in many cases, are willing to share with and learn from their colleagues. Teacher commitment is engagement with the school community. This conception considers teacher commitment is the willingness to engage with the school and the school’s community. Within this concept

is the belief that teachers have a professional responsibility that reaches out beyond the four walls of the classroom and perhaps even extends beyond the boundary of the school. In 1997, the National Centre for Education Statistics published a report titled, “Teacher Professionalization and Teacher Commitment: A Multivariate Analysis,” in which declares that teacher commitment is “the degree of positive, affective bond the teacher and the school” maintains. Firestone and Penell (1996) also regard teacher commitment as referring to the values and goals of the school or organization. The teachers who are committed to the goals of the school are more likely to work collaboratively, cooperatively and collegially with other teachers in the school and set ways to promote the school and the teaching profession. RELATED STUDIES “Development of Organizational Commitment in Hong Kong – Aided Secondary School Christian Teachers” (1991) by Leung Ting Chor. This study was conducted to investigate how the school teachers develop their commitment to the school. The teachers exercise their roles; and, hence, moderate the degree of their acceptance in the school. The teacher’s roles were determined by their knowledge about the teaching profession and their hierarchy of needs. According to Kathy C. Graham (1999), “the commitment that beginning and practicing teachers bring to the workplace may be the single most important factor influencing their work and student performance in schools (Firestone & Powell, 1993; reyes, 1990). Research on teacher commitment indicates that teachers with high levels of commitment work harder, demonstrate stronger affiliation to their schools, and demonstrate more desire to accomplish the goals of teaching than teachers with low level of commitment. More importantly, students of highly committed teachers are more likely to learn and develop a positive attitude toward the school than those teachers with low levels of commitment (Reyes, 1990). Recent work has suggested that commitment may be multidimensional (Firestone & Pennell, 1993; Firestone and Osenblum, 1988; Louis 1991); that is, teachers may feel committed to the profession of

teaching, the school, and/or the students. Understanding the interrelationships among the different areas is somewhat limited. What is understood is that some mix of commitment to the profession, the school, and the students are necessary for teachers to have the motivation to pursue changes in their practice. (Firestone & Pennel, 1993). A study in Sarawak School by Cha Lee Chuan Jabatan Penyelidikan (2005) describes the level of commitment to the teaching profession. It was found out that in the field of education, teachers are liable to serve in any school at any time where their service is needed; hence, commitment should not be confined to a particular school but to the teaching profession in general. A study entitled, “Understanding Teacher’s Commitment in times of Change” by Leanne Crosswll, Queensland University of Technology (2006) is focused on the centrality of passion within teacher’s commitment. The study findings challenge the position that teacher’s commitment can be discussed merely in terms of external factors such as students and subject areas. Here, it also discusses that commitment to a professional learning can be viewed as loyalty to teaching as a profession. Teachers who are so committed view teaching more that just a job. A study entitled, “Relationship of work motivation and organizational commitment of teachers in Nueva Segovia Archdiocesan Catholic Schools” for the school year 2001. University of Northern Philippines Graduate School came out with a finding that teachers’ motivation is very necessary to commitment and to the enhancement of education in the institution. Some teachers were found to be working with a commitment that could be described as dedicated passionate service. The teachers show different qualities or behavior in their work values and commitment. MEYNARD SUMALIN PANOD In the study of Panod, It as recommended that the school administrators should encourage their teachers to pursue or continue their graduate education and attend development programs for professional growth. They should give awards or incentives and other benefits to the teachers who are showing good

performance and commitment in their organization. Meanwhile, teachers should exert more effort in teaching to achieve higher performance rating. They should not stop in improving the morale of every learner. They should always be committed to their profession guided by their code of ethics, their DepEd Mission and Vision. Likewise they should perform their duties and responsibilities and contribute to the achievement of their school ideals and aspirations.