Teachers` Dual Commitment to the Organization and Occupation: A Person-centered Investigation

Authors

John P. Meyer, Western UniversityFollow
Alexandre J. S. Morin, Concordia University, Montreal, Quebec, CanadaFollow
Laura J. Stanley, University of North Carolina at Charlotte
Elyse R. Maltin, JMW Consultants

Document Type

Article

Publication Date

1-2019

Journal

Teaching and Teacher Education

Volume

77

First Page

100

Last Page

111

URL with Digital Object Identifier

https://doi.org/10.1016/j.tate.2018.09.009

Abstract

This study extends previous commitment research by applying person-centered analytic techniques to identify and compare profiles of affective, normative, and continuance commitment to the organization and occupation. Latent profile analyses applied to data from 336 Canadian teachers revealed five profiles with unique combinations of the three commitment mindsets across the two targets. Differences observed across profiles in teachers’ turnover intention and physical and psychological well-being are used to illustrate the benefits of taking a more holistic approach to the investigation of commitment compared to analyses involving individual targets and/or mindsets. Implications for commitment theory, future research, and practice are discussed.

Notes

© 2018. This paper is not the copy of record and may not exactly replicate the authoritative document published in Teaching and Teacher Education.

The published version can be found at https://doi.org/10.1016/j.tate.2018.09.009.

J.P Meyer and A.J.S. Morin contributed equally to this article and both should be considered first authors.

Citation of this paper:

Meyer, J.P., Morin, A.J.S., Stanley, L.J., & Maltin, E.R. (2019). Teachers’ dual commitment to the organization and occupation: A person-centered investigation. Teaching and Teacher Education, 77, pp. 100-111.