RESEARCH ARTICLE
Teachers Organizational Commitment in Elementary School: A Study in Banjarmasın Indonesia
Aslamiah*
Article Information
Identifiers and Pagination:
Year: 2019Volume: 12
First Page: 1
Last Page: 6
Publisher ID: TOPSYJ-12-1
DOI: 10.2174/1874350101912010001
Article History:
Received Date: 26/09/2018Revision Received Date: 10/12/2018
Acceptance Date: 12/01/2019
Electronic publication date: 31/1/2019
Collection year: 2019
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: (https://creativecommons.org/licenses/by/4.0/legalcode). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Background:
Teachers organizational commitment had been found to affect their quality of work, and productivity.
Objective:
The objectives of the study were to analyze teachers organizational commitment for each dimension; to analyze teachers organizational commitment between excellent and low achievement schools, and to analyze teachers organizational commitment between excellent and low achievement schools in urban and suburban areas in Banjarmasin. A number of respondents were teachers from 247 elementary school in Banjarmasin. The Organizational Commitment Questionnaire (OCQ) had been used to measure the commitment of teachers. Data analysis were the means, one-way ANOVA, and two-way ANOVA.
Results:
The research showed that teacher organizational commitment in elementary schools in Banjarmasin is very good. The continuous commitment has the highest value of the mean. The continuous commitment describes economical reasons. Mean value of organization commitment both excellent schools and low achievement school are 3.93 and 3.38. Mean for teacher’s organizational commitment of excellent schools in urban is 4.11, and 3.29 for suburban. Mean of low achievement school in urban is 3.71, while the mean of low achievement school in sub-urban is 3.29. F value for the interaction on teacher’s organizational commitment between excellent and low achievement schools both in urban and suburban areas is 5.368, which is significant (<0.05).
Conclusion:
It means a significant difference exists in teacher’s organizational commitment between excellent schools and low achievement schools both in urban and suburban areas in Banjarmasin.
