Author

  • Robina David Madriaga

    • Saint Theresa International College, Thailand
    • Thailand

Abstract

This study is a descriptive research. The main purpose and objectives of this study were: 1) To determine the level of commitment of the teachers in terms of the three organizational commitment components namely affective, normative and continuance commitment; 2) To determine the level of instructional supervision as perceived by teachers in terms of its six factors namely inspection, assistance and support, oversight responsibilities, leadership skills, professional development, and collaboration; 3) To investigate the significance of instructional supervision factors affecting organizational commitment of Thai teachers. This study utilized descriptive method. The instrument employed for collecting the data was an opinionnaire regarding the factors of instructional supervision and components of organizational commitment developed by Baffour-Awuah (2011) and Meyer and Allen (1991).The statistics used for the treatment of data were mean, standard deviation (s.d.), standard error mean (s.e.mean), coefficient of variation (C.V.), and Multiple Regression Analysis. Results showed that two of the components of organizational commitment namely Affective Commitment and Normative Commitment are above the expected level or in high level, while Continuance Commitment is within the expected level or in moderate level. All six factors of instructional supervision are above the expected level or in high level. It was also found that among the six factors of instructional supervision, only two of them namely “Assistance and Support” and “Leadership Skills” significantly affect the organizational commitment of Thai teachers. The predictive equation is:

Keywords

References

  • Adebomi, O., Ibitoye, H. & Sanni, O. (2012). Job Satisfaction and self-efficacy as correlates of job commitment of special education teachers in Oyo State. Journal of Education and Practice, 3(9), 95-103.
  • Azeem, S. M. (2010). Job Satisfaction and Organizational Commitment among Employees in the Sultanate of Oman. Journal of Psychology , 1, 295-299.
  • Baffour-Awuah, P. (2011). Supervision of Instruction in Public Primary Schools in Ghana: Teachers’ and Head teachers’ Perspectives. Murdock University.
  • Bakan, I., Büyükbeşe, T. & Erşahan, B. (2011). An investigation of organizational commitment and education level among employees. International Journal of Emerging Sciences, 1(3), 231-245.
  • Barrera-Osorio, F., Fasih, T., Patrinos, H. & Santibanez, L. (2009). Decentralized Decision-making in schools: The theory and evidence on School-Based Management. The International Bank for Reconstruction and Development/ the World Bank. NW.
  • Blasé, J. & Blasé, J. (2000). Effective Instructional Leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journals of Educational Administration, 38(20), 130141.
  • Bogler, R. & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education , 20(3), 277-289.
  • Brown, B. B. (2003). Employees’ Organizational Commitment and Their Perception of Supervisors’ Relations-Oriented and Task-Oriented Leadership Behaviors. Virginia Polytechnic Institute and State University.
  • Charles, T., Kimutai, C. K. & Zachariah, K. (2012). The Impact of Head Teachers’ supervision of Teachers on Students’ Academic Performance. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 3(3), 299-306.
  • Daresh, J. C. (2006). Leading and Supervising Instruction. Corwin Press. New York.
  • Espejo, A. C. & Eleguen, E. (2010). Job Satisfaction and turnover rates of teachers in selected Catholic secondary schools in Nakhonnayok, Thailand. International Conference on Business & Management Education (ICBME) , 2(1).
  • Farley, G. (2010). Instructional Supervision: A Descriptive study focusing on the Observation and Evaluation of Teachers in Cyber Schools- Indiana University of Pennsylvania.
  • Gamage, D. & Sooksomchita, P. (2004). Decentralization and School-based Management in Thailand. International Review of Education , 50(314), 289-305.
  • Glatthorn, A. (1984). Differentiated Supervision. Educational Resources Information Center.
  • Glickman, C. D., Gordon, P. S., & Ross-Gordon, J. M. (2007). Supervision and instructional leadership: A developmental approach (7th Ed.). Boston: Pearson.
  • Heredia-Ortiz, E. (2007). The Impact of Education Decentralization on Education Output: A Cross Country Study. Economics Dissertations. Paper 21.
  • Hoy, W., Tarter, C. & Witkoskie, L. (1992). Faculty trust in colleagues: Linking the Principal with school effectiveness. Journal of Research and Development in Education, 26, 38-45.
  • Hoy, W., Hanum, J. & Moran-Tschannen, M. (1998). Organizational Climate and achievement: A parsimonious and longitudinal view. Journal of School Leadership, 8, 336-372.
  • Jaros, S. (2007). Meyer and Allen Model of Organizational Commitment: Measurement issues. The Icfai Journal of Organizational Behavior, 6(4), 7-25. Retrieved: April 28, 2013
  • Kamindo, C. M. (2008). Instructional supervision in an era of change: policy and practice in primary education in Kenya. Durham Theses. Durham University.( http://etheses.dur.ac.uk/2195/
  • Kopkowski, C. (2008). Why They Leave. National Education Association (NEA).neatoday http://www.nea.org/home/12630.htm
  • Kutsyuruba, B. (2003). Instructional Supervision: Perceptions of Canadian and Ukrainian Beginning High School Teachers. University of Saskatchewan, Saskatoon. http://www.collectionscanada.gc.ca/obj/54/f2/dsk3/ssu/TC_ssu_09052003134303. pdf.
  • Manetje, O. M. (2009). Organizational Commitment, 37-59 Retrieved May 3, 2013 from http://www.uir.unisa.ac.za/bitstream/handle/10500/1133/04chapter3.pdf
  • Meyer, J. & Allen, N. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89. Retrieved: May 6, 2013
  • Meyer, J., Stanley, D., 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, 20-52. Retrieved: June 6, 2013
  • Payne, E. (2010). Implementing Walkthroughs: One School’s Journey. Falls Church, VA.
  • Pitak, N., Ariratana, W. & Pimtong P. (2013). Teacher Professional Development for Learning Organization on Sufficiency Economy in Small Schools. The European Journal of Social & Behavioral Sciences, 4(55), 884-853.
  • Pitsoe, V. & Machaisa, P. (2012). Teacher attrition catastrophe in Sub-Saharan Africa: A hurdle in the achievement of UPE, EFA Policy goals and MDGs. S cience Journal of Sociology and Anthropology, Volume 4(2),2012, Article ID sjsa-215, 7 Pages, 2012. Doi: 10.7237/sjsa/215.
  • Pretorius, S. G. (2012). The Implications of Teacher Effectiveness Requirements for Initial Teacher Education Reform. Journal of Social Sciences , 8(3), 310-317.
  • Rehman, K., Rehman, Z., Saif, N., Khan, A., Nawaz, A. & Rehman, S. (2013). Impacts of job satisfaction on organizational commitment: a theoretical model for academicians in HEI of developing countries like Pakistan. International Journal of Academic Research in Accounting, Finance and Management Sciences, 3(1), 80-89.
  • Sergiovanni, T. S. & Staratt, R. J. (2002). Supervision: A redefinition. Boston, MA: McGraw-Hill.
  • Sergiovanni, T. J. (2009). The Principalship: A reflective practice perspective. Boston: Pearson Educational Inc.
  • Sharma, S., Yusoff, M., Kannan, S. & Baba, S. (2011). Concerns of Teachers and Principals on Instructional Supervision in Three Asian Countries. International Journal of Science and Humanity, 1(3), 214217.
  • Sullivan, S. & Glanz, J. (2000). Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press Inc.
  • Xaba, M. I. (2003). Managing teacher turnover. South African Journal of Education , 23(4), 287-291.

Downloads

No downloads have been recorded for this article yet. Figures appear here once readers begin downloading the full text.

How to Cite

Madriaga, R. D. (2014). Instructional Supervision Factors Affecting Organizational Commitment of Thai Teachers: A Case Study of Amphur Mueang, Prachinburi Province, Thailand. Journal of Education and Vocational Research, 5(4), 205-215. https://doi.org/10.22610/jevr.v5i4.170

Share this article

License

Copyright (c) 2014 Robina David Madriaga (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of revised paper in the light of suggestions of the reviewers, the editorial team  edits and formats manuscripts to bring uniformity and standardization in published material.

This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work. Moreover, as per journal policy author (s) hold and retain copyrights without any restrictions.

Keywords

Section

Research Paper

Published in

Vol. 5 No. 4 (2014) Tertiary Education, Ethics & Vocational Pathways View issue contents

Published

2014-12-30

Submissions

Have research to publish? Journal of Education and Vocational Research welcomes submissions.

Make a Submission