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.
|Journal||Teaching and Teacher Education|
|Early online date||Aug 2015|
|Publication status||Published - Nov 2015|
CitationMclnerney, 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.
- Teacher commitment
- Turnover intentions
- Religious schools
- Medium of instruction