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Enhancing Teachers Commitment through Different Administrative Supports at the Primary Schools in Northern Jiangsu Province, Chi |
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| รหัสดีโอไอ | |
| Creator | Yan Ye |
| Title | Enhancing Teachers Commitment through Different Administrative Supports at the Primary Schools in Northern Jiangsu Province, Chi |
| Contributor | Beibei Chen, Peng Wang |
| Publisher | Graduate School of Business and Advanced Technology Management - Assumption University Thailand |
| Publication Year | 2566 |
| Journal Title | ABAC ODI Journal Vision. Action. Outcome |
| Journal Vol. | 10 |
| Journal No. | 2 |
| Page no. | 001-16 |
| Keyword | teachers' commitment, administrative support, primary schools, northern Jiangsu province of China |
| URL Website | http://www.assumptionjournal.au.edu/index.php/odijournal |
| Website title | ABAC ODI Journal Vision. Action.Outcome |
| ISSN | 2408-2058 |
| Abstract | This study mainly explored the relationship between the teachers' commitment and their perceived administrative support at the primary schools in Northern Jiangsu Province; China. The participants were 185 full-time teachers teaching in the two primary schools in Huji Town; Haian County; Northern Jiangsu Province; China. The study used a quantitative approach; through questionnaire survey; this study found: 1) The level of teachers' commitment was moderate; while the lowest score was Continuance Commitment and the highest score was Affective Commitment; 2) The level of teachers' perception towards administrative support was regarded as Moderate; while Emotional Support was the lowest; and Instructional Support was the highest; and 3) There was a significant relationship between teachers' perceptions towards administrative support and their commitment in the rural primary schools at Huji Town; Northern Jiangsu Province; China. In addition; emotional Support and Informational Support correlated with all three types of commitments; Appraisal Support correlated highly with Continuance and Normative Commitments; while Instructional Support correlated moderately with Affective and Normative Commitments. The study discussed each finding based on the previous literature; analyzed the possible reasons; and provided recommendations for the school administrators; teachers; and future researchers. |
