Investigating the effect of teacher commitment on student academic achievement

The case of Moroccan high schools in Tangier

Authors

  • Insaf El Kalai Abdelmalek Essaadi University
  • Brahim Kirmi Abdelmalek Essaadi University
  • Imad Ait Lhassan Université Abdelmalek Essaadi https://orcid.org/0000-0002-5429-8557

DOI:

https://doi.org/10.20525/ijrbs.v10i8.1507

Keywords:

Organizational Commitment, Professional Commitment, Teachers, Commitment, Students, Academic Achievement

Abstract

The present work is interested in the resonance of teacher commitment on students' academic commitment and consequently on their academic achievement. It aims to identify the determinants of the commitment of Moroccan teachers at the qualifying secondary level specifically in the Provincial Directorate of National Education of Tangier-Assilah (Morocco), in particular organizational commitment and professional commitment with repercussions on student commitment in its two dimensions: affective, cognitive and its extension on academic achievement. This article has discussed the conceptual and theoretical details as well as the problematic, the main hypotheses and the conceptual model of the research. Then, it has presented the results of the empirical study which is based on a quantitative methodological approach of a positivist hypothetical deductive nature. The data were collected by a questionnaire submitted by e-mail to our study population, which consists of 204 teachers and 380 students of the qualifying secondary level in 29 local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco). The result of our empirical study shows that the teacher commitment had a positive and statistically significant effect on student academic achievement through student engagement in local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco).

Downloads

Download data is not yet available.

References

Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63(1), 1–18. https://doi.org/10.1111/j.2044-8325.1990.tb00506.x

Allen, N.J., & Meyer, J.P. (1996). Affective, continuance and normative commitment to the organization: anexamination of construct validity. Journal of Organizational Behavior, 49, 252–276. https://doi.org/10.1006/jvbe.1996.0043

Betts, J., Appleton, J., Reschly, A., Christenson, S., & Huebner, E. (2010). A Study of the Factorial Invariance of the Student Engagement Instrument (SEI) : Results From Middle and High School Students. School Psychology Quarterly. 25. 84-93. https://doi.org/10.1037/a0020259

Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement : Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002

Appleton, J., Christenson, S., & Furlong, M. (2008). Student engagement with school : Critical conceptual and methodological issues of the construct. Psychology in the Schools. https://doi.org/45.369- 386.10.1002/pits.20303

Basikin, Basikin. (2007). Vigor, dedication and absorption : work engagement among secondary school English teachers in Indonesia. Paper presented at the Annual AARE Conference. Fremantle, Perth, Western Australia.

Bouchard., P., & St-Amant J-C. (1996). Garçons et filles : stéréotypes et réussite scolaire. Montréal : Les Éditions du Remue-ménage, 300 p.

Brown, R. B. (1996). Organizational commitment clarifying the concept and simplifying the existing construct typology. Journal of occupational psychology, 63, P24. https://doi.org/10.1006/jvbe.1996.0042

Cardwell, M. E. (2011). Patterns of Relationships Between Teacher Engagement and Student Engagement. Education Doctoral. Paper 49.

Chaveau, G. (1996). L'échec scolaire : une notion qui a une brève histoire. Presses Universitaires de France, Paris, coll. " Que sais-je ? ", 1997 pages 7 to 15.

Charles-Pauvers. B., & Peyrat-Guillard. D. (2012). L’implication (ou l’engagement) au travail : Quoi de neuf ?. University of Nantes LEMNA (Laboratory of Economics and Management of Nantes Atlantique) and University of Angers GRANEM (Angevin Research Group in Economics and Management), UMR MA n° 49.

Chen, Z-Y, & Howard B. K. (2003). School failure in early adolescence and status attainment in middle adulthood: A longitudinal study. Sociology of Education, 76, 110-127. https://doi.org/10.2307/3090272

Cohen, A. (1992). An empirical assessment of organizational commitment. Relations industrials, 47, n° 3, P 439 – 440. https://doi.org/10.2307/2392596

Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-system processes across the life span. In D. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to childhood. The John D. and Catherine T. MacArthur foundation series on mental health and development (pp. 61 – 97). Chicago: The University of Chicago Press.

Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness : a motivational analysis of self-system processes. In M. R. Gunnar, & L. A. Sroufe (Eds.). Self processes in development : Minnesota symposium on child psychology, Vol. 23, (pp. 43e77). Chicago: University of Chicago Press.

Connor, C.-M., S.-H. Son, A.-H. Hindman, & F.-J. Morrison (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience : Complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology (43), 343–375. https://doi.org/10.1016/j.jsp.2005.06.001

Demba, J. J. (2016). La notion de réussite scolaire. CRIRES, Laval University, Québec.

Demery, L. M. (2006). Quelle opérationnalisation de l’implication pour concilier théories de la motivation et théories de l’implication ? Réflexion en faveur d’une nouvelle échelle de mesure de l’implication dans le métier. https://halshs.archives-ouvertes.fr/halshs-00077682.

Doyle, W. (1977). Paradigms for Research on Teacher Effectiveness. Review of Research in Education, 5, 163–198. https://doi.org/10.2307/1167174

Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. Holt, Rinehart & Winston.

El Akremi, A. (2005). Chapitre 12. Analyse des variables modératrices et médiatrices par les méthodes d'équations structurelles. In : P. Roussel & F. Wacheux (Dir), Management des ressources humaines: Méthodes de recherche en sciences humaines et sociales (pp. 325-348). Louvain-la-Neuve, Belgium: De Boeck Supérieur.

Feyfant, A. (2014). Réussite éducative réussite scolaire ?. Observatoire de la Réussite éducative Veille et analyses - French Institute of Education - ENS de Lyon.

Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117–142.

Finn, J. D., & Rock, D. A. (1997). Academic achievement among students at risk for school failure. Journal of Applied Psychology, 82, 221e234. http://dx.doi.org/10.1037/0021-9010.82.2.221

Fournier, S. (2015). Les pratiques managériales dans les ELPE et implication des enseignants. Gestion et mangement public - 2015/2, Vol 3/ n° 4, P 27 – 48.

Fournier, S. (2019). L’implication des enseignants : une des clés possibles de la performance éducative. Management international / International Management/ Gestiòn Internacional, 23 (3), 45–55. https://doi.org/10.7202/1062208ar

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). Academic engagement : Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59- 109. http://dx.doi.org/10.3102/00346543074001059

Furlong, M. J., Whipple, A. D., Jean, G. S., Simental, J., Soliz, A., & Punthuna, S. (2003). Multiple Contexts of School Engagement: Moving Toward a Unifying Framework for Educational Research and Practice. California School Psychologist, 8, 99–113. https://doi.org/10.1007/BF03340899

Goodenow, C. (1993). Classroom belonging among early adolescent student : re- lationships to motivation and achievement. Journal of Early Adolescence, 13, 21e 43. http://dx.doi.org/10.1177/0272431693013001002

Helme, S., & Clarke, D. (2001). Identifying cogntitive engagement in the mathematics classroom. Mathematics Education Research Journal, 13, 133-153. http://dx.doi.org/10.1007/BF03217103

Henry, K., Knight, K. E., & Thornberry T. P. (2012). School Disengagement as a Predictor of Dropout, Delinquency, and Problem Substance Use During Adolescence and Early Adulthood. Journal of Youth and Adolescence, 41(2):156-66. http://dx.doi.org/10.1007/s10964-011-9665-3

Gutiérrez-Martínez, I. (2006). L'implication organisationnelle des professionnels de TI. Revue française de gestion, 168-169, 143-156. https://doi.org/10.3166/rfg.168-169.143-156

Kahn, S. (2011). La relativité historique de la réussite et de l’échec scolaires. Éducation et francophonie, 39, 54. http://dx.doi.org/10.7202/1004329ar

Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262 – 273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x

Lacroux Alain. (2008). Implication au travail et relation d’emploi flexible : le cas des salariés intérimaires. Doctoral thesis. Management. Paul Cézanne University - Aix-Marseille III, 2008.

Legendre R. (1993). Dictionnaire actuel de l’éducation. Montréal : Guérin.

Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly : Overcoming Learning Difficulties, 19(2), 119–137. https://doi.org/10.1080/10573560308223

Manville, C. (2014). Parce que je le vaux bien : les relations entre caractéristiques du travail, estime de soi et engagement affectif envers l'organisation. Revue de gestion des ressources humaines, 92, 52-68. https://doi.org/10.3917/grhu.092.0052

Marks, H. M. (2000). Student engagement in instructional activity : patterns in elementary, middle and high school years. American Educational Research Journal, 37, 153e184. http://dx.doi.org/10.2307/i248902

Moisset, J.J., Plante, J., & Toussaint P. (2005). La gestion des ressources humaine pour la réussite scolaire. Presses de l’université du Québec, 423 P.

Murdock, T. B., & Miller, A. D. (2003). Teachers as sources of middle school students’ motivational identity : variable-centered and person-centered analytic ap- proaches. Elementary School Journal, 103, 383e399. http://dx.doi.org/10.2307/ i241865

Fredricks, J., Mccolskey, W., Manweiler, J., Mordica, J., Montrosse-Moorhead, B., & Mooney, K. (2011). Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Issues & Answers. REL 2011-No. 098. Regional Educational Laboratory Southeast.

Meyer, J.P., & Smith, C.A. (2000). HRM practices and organizational commitment: test of mediation model. Canadian journal of administrative sciences, vol.17, p. 319- 331. https://doi.org/10.1111/j.1936-4490.2000.tb00231.x

Meyer J.P., & Herscovitch L. (2001). Commitment in the workplace. Toward a general model. Human Resource Management Review, vol.11, n°3, p. 299-326. https://doi.org/10.1016/S1053-4822(00)00053-X

Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61, P 22. https://doi.org/10.1006/jvbe.2001.1842

Mowday R.T., Porter L.W., & Steers R.M. (1982). Employee-organization linkages: The psychology of commitment, absenteeism and turnover, New York, Academic Press.

Neveu J.P. (1991). Méthodologie de l’implication, Communication to AGRH Congres, Cergy, p. 141-144.

Ogbu, J. U. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahwah, NJ US: Lawrence Erlbaum Associates Publishers Retrieved from EBSCOhost.

Organisation de coopération et de développement économiques (OCDE) International Survey of Teachers, Teaching and Learning (TALIS) 2013.

Pianta, R. C., la Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes. The Elementary School Journal, 102(3), 225–238. http://www.jstor.org/stable/1002217

Pierre B., & Emmanuel R. (2014). Un modèle tridimensionnel d’engagement organisationnel pour appréhender la fidélité au CHU des anesthésistes ?. EMS Editions | « Question(s) de management » 2014/1 n° 5 | pages 33 to 45.

Higher Council for Education, Training and Scientific Research (2018). Rapport annuel : bilan et perspectives de l’action du Conseil 2018 – July, 2019, https://www.csefrs.ma/wp-content/uploads/2019/07/rapport-annuel-2018-fr.pdf

Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence : longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321 – 325. https://doi.org/10.1017/s0954579498001631

Rutter, R. A., & Jacobson, J. D. (1986). Facilitating teacher engagement. Madison, WI. : National Center on Effective Secondary Schools, School of Education, University of Wisconsin-Madison, 37, p 11.

Ryan R. & Deci E. (2000). Intrinsic and extrinsic motivations : Classic definitions and new directions. Contemporary Educational Psychology, vol. 25, p. 54-67. https://doi.org/10.1006/ceps.1999.1020

Sarrazin, P., Tessier, D. & Trouilloud, D. (2006). Climat motivationnel instauré par l'enseignant et implication des élèves en classe : l'état des recherches. Revue française de pédagogie, 157, 12-12. https://doi.org/10.4000/rfp.463

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom : reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571e581. http://dx.doi.org/10.1037/0022- 0663.85.4.571

Skinner E. & Edge K. (2002). Parenting, motivation, and the development of children’s coping. In L. J. Crockett (éd.), Agency, Motivation, and the Life Course : The Nebraska Symposium on Motivation. Lincoln: University of Nebraska Press, vol. 48, p. 77-143.

Solinger, O., Van Olffen, W., & Roe, R. (2008). Beyond the Three-Component Model of Organizational Commitment. The Journal of applied psychology. 93. 70-83. http://dx.doi.org/10.1037/0021-9010.93.1.70

Thévenet, M. (1992). Impliquer les personnes dans l’entreprise, Paris, Editions Liaisons.

Thévenet, M. (2000). Le plaisir de travailler : favoriser l'implication des personnes. Editions d'Organisation.

Thibert R. (2013). Le décrochage scolaire : Diversité des approches, diversité des dispositifs. Dossier d'actualité Veille et Analyses, n° 84, May, p. 1–26

Tiffany A. (2016). « Le cadre de proximité, acteur clé de la motivation et de l’implication organisationnelle », Communication et organisation, posted on line on 01 December 2019. http://dx.doi.org/10.4000/communicationorganisation.5418

Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 204-319. https://doi.org/10.1086/444158

Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633e662. http://dx.doi.org/10.3102/ 0002831209361209

Wang, M. T., & Eccles, J. S. (2012a). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31e39. http://dx.doi.org/10.1111/ j.1532-7795.2011.00753.x

Wang, M. T., & Eccles, J. S. (2012b). Social support matters : longitudinal effects of social support on three dimensions of academic engagement from middle to high school. Child Development, 83, 877e895. http://dx.doi.org/10.1111/j.1467-8624.2012.01745.x

Wang M.T., & Eccles Jacquelynne. S, (2013). School context, achievement motivation, academic engagement : A longitudinal study of academic engagement using a multidimensional perspective. Elsevier Ltd, learning and instruction, 28, 12 – 23. http://dx.doi.org/10.1016/j.learninstruc.2013.04.002

Downloads

Published

2022-01-01

How to Cite

El Kalai, I., Kirmi, B., & Ait Lhassan, I. (2022). Investigating the effect of teacher commitment on student academic achievement: The case of Moroccan high schools in Tangier. International Journal of Research in Business and Social Science (2147- 4478), 10(8), 350–363. https://doi.org/10.20525/ijrbs.v10i8.1507

Issue

Section

Teaching, Learning & Higher Education Institutions