Highly committed teachers: what makes them tick? A study of sustained commitment

This article focuses on teacher commitment, and particularly on teachers displaying sustained high levels of commitment throughout their teaching careers (over 15 years). Graduates from one Teacher Education programme responded to an open-ended questionnaire conducted on 10 occasions concerning thei...

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Bibliographic Details
Published in:Teachers and teaching, theory and practice theory and practice, 2016-11, Vol.22 (8), p.896-912
Main Authors: Fransson, Göran, Frelin, Anneli
Format: Article
Language:English
Subjects:
Beliefs
College Graduates
Commitment
commitment factors
Commitments
Content Analysis
Experienced Teachers
Foreign Countries
Professional development
Questionnaires
Research Projects
Self Efficacy
Semi Structured Interviews
Teacher Attitudes
Teacher Characteristics
Teacher Education
Teacher Education Programs
Teacher Motivation
Teacher Persistence
teacher resilience
Teacher Role
Teachers
teaching
Teaching (Occupation)
work engagement
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Summary:This article focuses on teacher commitment, and particularly on teachers displaying sustained high levels of commitment throughout their teaching careers (over 15 years). Graduates from one Teacher Education programme responded to an open-ended questionnaire conducted on 10 occasions concerning their work as teachers, from graduation in 1993 to 2013. Out of the 72 who responded on all nine occasions, eight teachers stating high levels of commitment throughout their careers were selected for additional interviews. A framework containing four commitment factors was used as the point of departure. Content analyses of the interview and selected questionnaire data then resulted in a revised framework of five factors: personal, teaching, school context, system context and professional development. Accounts from eight teachers with sustained high commitment illustrate the framework. The article offers an extended framework for understanding and categorising the factors that contribute to teacher commitment.
ISSN:1354-0602
1470-1278
1470-1278
DOI:10.1080/13540602.2016.1201469