Year: 2011
Type: article
Abstract: This paper explores the self-appraisal of teacher commitment and their associated emotional experiences in the first ten years of teaching among three generations of Hong Kong teachers. Findings affirm previous view that high commitment level of teachers is characterized with psychological attachment to the commitment objects. However the relationship between increased teacher commitment level, time investment in work and psychological attachment to teaching is found uncertain in the changing contexts, leading to our conceptualization of satisfied and dissatisfied commitment among teachers staying in the profession. Implications from the new understanding of teacher commitment are discussed.
Authors: Pik Lin Choi, Sylvia Yee Fan TANG
Institution: Education University of Hong Kong
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2074299150