Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers

Dennis Michael MCINERNEY, Fraide A. GANOTICE, Ronnel Bornasal KING, Herbert W. MARSH, Alexandre J. S. MORIN

Research output: Contribution to journalArticles

30 Citations (Scopus)

Abstract

This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English medium and Chinese medium of instruction, and band 1 and band 2 schools participated. Teachers from religious schools were higher in affective commitment to organization while teachers from non-religious schools were higher in normative commitment to profession. Teachers from EMI and band 1 schools were higher in affective and normative commitments while teachers from CMI and band 2 schools were higher in turnover intentions. Copyright © 2015 Elsevier Ltd.
Original languageEnglish
Pages (from-to)11-23
JournalTeaching and Teacher Education
Volume52
Early online dateAug 2015
DOIs
Publication statusPublished - Nov 2015

Citation

Mclnerney, D. M., Ganotice, F. A., King, R. B., Marsh, H. W., & Morin, A. J. S. (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education, 52, 11-23.

Keywords

  • Teacher commitment
  • Turnover intentions
  • Teachers
  • Religious schools
  • Medium of instruction

Fingerprint Dive into the research topics of 'Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers'. Together they form a unique fingerprint.