Chapter 4: Results
4.1 The Questionnaire Results
4.1.1 Univariate Analysis
Question 1 in this study was “Do teachers in Al Ain government schools have different levels of commitment including organizational commitment (affective, continuance, and normative) and commitment to teaching (profession, students, and subject)?”. As a starting point, univariate analysis was used to present the percentages that represent frequency distributions against the different commitment of teachers scales and sub-scales.
For the interpretation, arithmetic averages were used and graded between 1 and 4 as: very low 1.00-1.74; low 1.75-2.49; high 2.50-3.24; and very high 3.25-4.00 (Rao
& Richard, 2012). The percentages are described according to the percentages descriptive that are used by the school inspection framework in the United Arab Emirates as: almost all are greater than 90%; most are 75%-90%; large majority is 61%-74%; majority is 50%-60%; large minority is 31%-49%; minority is 16%-30%;
and few are described as up to 15% (ACTVET, 2015). The AC scale (Table 11) is presented in seven questions in the questionnaire. Measures of central tendency are summarized for AC in Table 11 with frequencies and percentages.
Table 11: Teachers’ Affective Commitment
Item
Strongly Disagree frequency
Disagree frequency
Agree frequency
Strongly Agree frequency
Sum of Strongly Disagree and Disagree frequencies
Sum of Strongly Agree and Agree frequencies
M SD Median
I would be happy to spend the rest of my career at this school.
47 125 315 244 175 559 3.03 0.87 3
6.40% 17% 42.70% 33.10% 23.4% 75.8%
I feel proud when I talk about my school with people outside it.
12 44 318 358 56 676 3.4 0.67 3
1.60% 6% 43.10% 48.60% 7.60% 91.70%
I feel as if this school’s problems are my own.
24 102 392 214 126 606 3.09 0.75 3
3.30% 13.80% 53.20% 29% 17.10% 82.20%
I feel like
“part of the family” at this school.
9 28 302 395 37 697 3.48 0.63 4
1.20% 3.80% 41% 53.60% 5.00% 94.60%
I feel
“emotionally attached” to this school.
21 76 365 273 97 638 3.21 0.74 3
2.80% 10.30% 49.50% 37% 13.10% 86.50%
This school has great deal of personal meaning to me.
11 66 361 293 77 654 3.29 0.68 3
1.50% 9% 49% 39.80% 10.50% 88.80%
I feel a strong sense of belonging to this school.
10 48 281 393 58 674 3.45 0.67 4
1.40% 6.50% 38.10% 53.30% 7.90% 91.40%
The highest mean for AC is for the question where a participant feelslike “part of the family” at their school. In this question, almost all of the teachers (94.6%) felt as if they were a part of a family, as they selected agree or agree strongly, however, 5% of participants did not feel “part of the family” at their school. The lowest mean for AC was for the question where a participant expresses their feelings of happiness if their entire career is spent in the same school they currently work at; most of the
teachers in the study (75.8%) would stay at their current school. A minority of the teachers (23.4%, when adding disagree and disagree strongly totals were added) do not think that they want to stay at their current school for the rest of their career. The AC mean for these seven questions, as demonstrated in Table 14, is 3.28 and SD = 0.18. The median is 3 (expressing agreement), where it is very high compared to the conceptual mean or the mid-point 2.5 in a four-point scale, as it is very high across almost all AC items included in the questionnaire.
The CC scale was presented in five questions in the questionnaire. Measures of central tendency are summarized for CC in Table 12.
Table 12: Teachers’ Continuance Commitment
Item
Strongly Disagree frequency
Disagree frequency
Agree frequency
Strongly Agree frequency
Sum of Strongly Disagree and Disagree frequencies
Sum of Strongly Agree and
Agree frequencies
M SD Median
It would be hard financially for me to leave my job right now, even if I wanted to.
46 124 313 249 170 562 3.05 0.87 3
6.20% 16.80% 42.50% 33.80% 23.00% 76.30%
Too much in my life would be disrupted if I decide to leave my job as a teacher now.
40 109 306 277 149 583 3.12 0.86 3
5.40% 14.80% 41.50% 37.60% 20.20% 79.10%
Right now, staying on my job is a matter of necessity.
49 134 313 232 183 545 3 0.88 3
6.60% 18.20% 42.50% 31.50% 24.80% 74.00%
I feel that I have limited options if I quit my job.
82 206 269 174 288 443 2.73 0.95 3
11.10% 28% 36.50% 23.60% 39.10% 60.10%
One of the few serious consequences of leaving this job would be the scarcity of available alternatives.
94 207 253 173 301 426 2.69 0.97 3
12.80% 28.10% 34.30% 23.50% 40.90% 57.80%
The highest mean for CC is for the question where a participant would not leave their teaching job now, to prevent disruption in their life (M = 3.12, SD = 0.86).
Most of the teachers (79.1%) agree or strongly agree that their schools have a great deal of personal meaning to them. Only a minority of 20.2% chose to disagree or strongly disagree with this previous statement. However, the lowest mean for CC is
for the question where a participant knows that leaving the teaching job has serious costs for them, where there are not many alternatives available for them (M= 2.69, SD
= 0.97). Participants (57.8% or a majority) think this is a serious consequence that they cannot handle; therefore, they would choose to remain working at their schools. While a large minority of participants of 40.9% disagree or strongly disagree with this opinion. The CC mean for these five questions is 2.92, SD = 0.20. The CC median is 3 (expressing an agreement level) (Table 14), in other words, the overall mean rating for all CC is higher than the mid-point 2.5 on the four-point scale.
The NC scale is presented in three questions in the questionnaire (). The measure of central tendency is summarized for NC in .
Table 13: Teachers’ Normative Commitment
Item
Strongly Disagree frequency
Disagree frequency
Agree frequency
Strongly Agree frequency
Sum of Strongly Disagree and Disagree frequencies
Sum of Strongly Agree and
Agree frequencies
M SD Median
I am against those who leave their teaching jobs.
113 221 245 153 334 398 2.60 0.98 3
15.30% 30% 33.20% 20.80% 45.30% 54.00%
One of the major reasons I continue to teach is my loyalty and obligation.
17 56 330 331 73 661 3.33 0.71 3
2.30% 7.60% 44.80% 44.90% 9.90% 89.70%
Even if I got another offer for a better job elsewhere, I would not feel it was right to leave my teaching.
92 199 297 144 291 441 2.67 0.93 3
12.50% 27% 40.30% 19.50% 39.50% 59.80%
The highest mean for NC is for the question where a participant expresses that the reason for them continuing to teach is based on their loyalty and obligation (M =
3.33, SD = 0.71). Most of the teachers (89.7%) feel they continue to teach out of loyalty and obligation, as they chose to agree or agree strongly with this statement;
however, few only who did not feel loyalty or obligation to continue teaching (9.9%).
On the other hand, the lowest mean for NC is for the question where a participant expresses disagreement with other teachers who choose to leave their teaching jobs (M
= 2.60, S = 0.98). Agreement and strong agreement with this view were represented by the majority of the teachers in this study (54.0%), which indicates that they might believe that teachers should not be leaving their teaching jobs. However, large minority of the respondents (45.3%) are not against those who leave their teaching jobs. The NC mean for these three questions is 2.87, SD = 0.40, and the median is 3 (expressing an agreement about their NC) (Table 14); the overall mean ratings of the three items are all above the mid-point 2.5 on a 4-point scale.
Teacher commitment to the organization /school (i.e. teacher’s OC or TC) was the first type of commitment studied in this research and was evaluated through the means of the three main sub-sets of commitment: AC, CC, and NC. Calculating the OC mean from these three sub-sets of commitment’s (AC, CC, NC) means demonstrate that it is 3.02, SD = 0.22 (Table 14). All mean ratings are above the mid- point 2.5 on a 4-point scale.
Table 14: Teachers’ Organizational Commitment
Item AC CC NC Overall OC
M 3.28 2.92 2.87 3.02
SD 0.18 0.20 0.40 0.22
Note. AC = Affective Commitment, CC = Continuance Commitment, NC = Normative Commitment, OC = Teachers’
organizational Commitment. The range is 1-4 with (very low 1.00-1.74), (low 1.75-2.49), (high 2.50-3.24) and (very high 3.25- 4.00).
The second type of commitment measured in this study is CT. It is assessed through teachers’ CTP, CTS, and CTSB. The following are the findings for these three types of commitment.
The CTP scale is presented in seven questions in the questionnaire. Measures of central tendency are summarized for CTP inTable 15.
Table 15: Teachers’ Commitment to Teaching Profession
Item
Strongly Disagree frequency
Disagree frequency
Agree frequency
Strongly Agree frequency
Sum of Strongly Disagree and Disagree frequencies
Sum of Strongly Agree and
Agree frequencies
M SD Median
I look forward to each working day at this school.
12 76 402 238 88 640 3.19 0.68 3
1.60% 10.30% 54.50% 32.30% 11.90% 86.80%
I feel it is not a waste of time to try to do my best as a teacher.
10 19 235 468 29 703 3.59 0.62 4
1.40% 2.60% 31.90% 63.50% 4.00% 95.40%
I feel satisfied with my teaching profession.
19 58 383 274 77 657 3.24 0.71 3
2.60% 7.90% 52% 37.20% 10.50% 89.20%
Suppose I could go back to college and start over again, I would become a teacher.
77 135 336 180 212 516 2.85 0.92 3
10.40% 18.30% 45.60% 24.40% 28.70% 70.00%
I think that stress and disappointment involved in teaching at this school are really worth it.
25 98 335 273 123 608 3.17 0.79 3
3.40% 13.30% 45.50% 37% 16.70% 82.50%
Even if I get a job with a higher salary, I will not quit teaching.
133 213 260 124 346 384 2.51 0.98 3
18% 28.90% 35.30% 16.80% 46.90% 52.10%
I do have as much enthusiasm now as I did when I began teaching.
41 133 315 242 174 557 3.04 0.86 3
5.60% 18% 42.70% 32.10% 23.60% 74.80%
The highest mean for CTP is for the question where a teacher feels that it is not a waste of their time when trying their best as a teacher. Almost all of the respondents (95.4%) felt that their time at school as teachers had its benefits and was not wasted.
While a few of the participants (4%) disagree or strongly disagree with this view.
However, the lowest mean for CTP is for the question where a participant insisted on continuing as a teacher even if another job with a better salary became available. The majority of the participants (52.1%) agree or strongly agree with continuing to teach even if a job with better income became available to them. However, a proportion of respondents would not continue working as teachers if they got a job opportunity that offered a higher salary (46.9%). The CTP mean for these seven questions is 3.08, SD
= 0.34, and the median is 3 (expressing an agreement level) (Table 18), where the mean of the seven components are all above the mid-point 2.5 on a four-point scale.
The commitment to teaching students (CTS) scale is presented in four questions in the questionnaire. Measures of central tendency are summarized for CTS in Table 16.
Table 16: Teachers’ Commitment to Teaching Students
Item
Strongly Disagree frequency
Disagree frequency
Agree frequency
Strongly Agree frequency
Sum of Strongly Disagree and Disagree frequencies
Sum of Strongly Agree and
Agree frequencies
M SD Median
If I try really hard I can work with the most difficult or unmotivated students.
9 31 410 281 40 691 3.32 0.61 3
1.20% 4.20% 55.60% 38.10% 5.40% 93.70%
If some students in my class are not doing well, I feel that I should do more work with them.
6 11 352 364 17 716 3.47 0.57 3
8% 1.50% 47.80% 49.40% 9.50% 97.20%
I try very hard to show my students that I care about them.
8 8 209 509 16 718 3.66 0.56 4
1.10% 1.10% 28.40% 69.10% 2.20% 97.50%
It is important for me to know something about my students’
families.
10 36 410 279 46 689 3.30 0.63 3
1.40% 4.90% 55.60% 37.90% 6.30% 93.50%
The highest mean for CTS is for the question where a teacher expresses the opinion about the extent to which they try to show their students that they care about them.
Almost all of the teachers (97.5%) think they are try hard to show their students that they care about them. A few (2.2%) expressed disagreement or strong disagreement with this statement, and they do not work hard to show students how much they care about them. The lowest mean for CTS is for the question where a teacher expresses how important it is for them to know some information about their students’ families.
Almost all of the teachers (93.5%) think that it is important to know some information about students’ families. A few of the teachers (6.3%) expressed disagreement or
strong disagreement with this statement. The CTS mean for these four questions was 3.44, SD = 0.17, (Table 18), and this overall mean of CTS was very high when compared to the mid-point 2.5 on the four-point scale as well as the mean for all questionnaire items relating to CTS.
The commitment to teaching subject (CTSB) scale is presented in four questions in the distributed questionnaire. Measures of central tendency are summarized for CTSB in Table 17.
Table 17: Teachers’ Commitment to Teaching Subject
Item
Strongly Disagree frequency
Disagree frequency
Agree frequency
Strongly Agree frequency
Sum of Strongly Disagree and Disagree frequencies
Sum of Strongly Agree and
Agree frequencies
M SD Median
I do not stop learning about my subject.
4 11 262 456 15 718 3.6 0.55 4
0.50% 1.50% 35.50% 61.90% 2.00% 97.40%
I enjoy teaching my subject.
10 12 290 419 22 709 3.53 0.6 4
1.40% 1.60% 39.30% 56.90% 3.00% 96.20%
I seek opportunities to improve my practices for teaching my subject.
10 22 376 327 32 703 3.39 0.62 3
1.40% 3% 51% 44.40% 4.40% 95.40%
If I were given the opportunity, I would take additional training sessions in the subject area I teach.
15 48 333 340 63 673 3.36 0.7 3
2% 6.50% 45.20% 46.10% 8.50% 91.30%
The highest mean for CTSB is for the question where participants continue learning about their subject. Almost all of the teachers (97.4%) continue to learn about their subject. From the data, it can be seen that a few teachers (2.0%) expressed that they stopped learning about their subject. On the other hand, the lowest mean for CTSB is for the question where participants would take up opportunities to participate in extra training sessions in their subject areas; most of the teachers (91.3%) agree or strongly agree. Only a few (8.5%) would not take additional training sessions in their subject area. The CTSB mean for these four questions is 3.47, SD = 0.11, as it is for all the items relating to CTSB in the questionnaire where all of them have means that are considered very high when compared to the mid-point 2.5 in a four-point scale (Table 18).
Teachers’ commitment to teaching is the second type of commitment that was examined in this research and was assessed through CTP, CTS, and CTSB. The overall CT mean is 3.33, SD = 0.22, (Table 18), where all overall means ratings are above the mid-point 2.5 on a 4-point scale. The overall mean of commitment of teachers (C) is 3.18, SD = 0.22 as an average of OC and CT values. The value of commitment of teachers (C) is high compared to the mid-point 2.5 in a four-point scale (Table 60).
Table 18: Teachers’ Commitment to Teaching
Item CTP CTS CTSB Teachers’ CT
M 3.08 3.44 3.47 3.33
SD 0.34 0.17 0.11 0.22
Note. CTP = Commitment to Teaching Profession, CTS = Commitment to Teaching Students, CTSB = Commitment to Teaching Subject, Teachers’ CT = Teachers’ Commitment to Teaching. The range is 1-4 with (very low 1.00-1.74), (low 1.75- 2.49), (high 2.50-3.24) and (very high 3.25-4.00).
Normality test: Following the univariate analysis using descriptive statistics, the assumption of normality was examined. For this test, average scores for questionnaire items were computed and utilized. Two hypotheses were used: The null hypothesis, H0, and the alternative hypothesis, H1. H0 is: The sample data are not significantly different from a normal population. H1 is: The sample data are significantly different from a normal population.
Table 19 displays the SPSS 17.0 output of the statistical analysis of the Kolmogorov-Smirnov test and Shapiro-Wilks test. The Kolmogorov-Smirnov test is denoted D, and, for example, commitment can be reported as D (737) = 0.04, p < 0.05.
Table 19: Kolmogorov-Smirnov Test and Shapiro-Wilks Test
Tests of Normality
Item
Kolmogorov-Smirnov Shapiro-Wilks
Statistic df Sig. Statistic df Sig.
C 0.043 737 .220 0.972 737 .230
OC 0.045 737 .230 0.982 737 .240
CT 0.065 737 .210 0.948 737 .220
AC 0.105 737 .240 0.936 737 .250
CC 0.093 737 .200 0.967 737 .210
NC 0.130 737 .110 0.957 737 .120
CTP 0.073 737 .440 0.967 737 .450
CTS 0.119 737 .100 0.889 737 .110
CTSB 0.163 737 .210 0.873 737 .220
p < 0.05*
p < 0.01**
Note. C = Commitment, OC = Teachers’ organizational Commitment., CT= Teachers’ Commitment to Teaching, AC = Affective Commitment, CC = Continuance Commitment, NC = Normative Commitment, CTP = Commitment to Teaching Profession, CTS = Commitment to Teaching Students, CTSB = Commitment to Teaching Subject.
However, these tests have their limitations because, with large sample sizes, it is possible to obtain significant results from small deviations from normality. A significant test does not necessarily determine whether the deviation from normality is sufficient to cause bias in any statistical procedures that are applied to the data.
Therefore, plotting the data is a useful method that can be employed to make an informed decision about the extent of non-normality. The figures are called normal Q- Q plots and are shown in Appendix 3 for all research dependent variables, where the values that are expected to be obtained if the distribution were normal (expected values are a straight diagonal line) are drawn against the values actually seen in the data set (observed values as dots on the chart). Based on examining Q-Q plots, a normality assumption of this research sample was confirmed.