Conceptualizing the critical path linked by teacher commitment

Abstract

Purpose – The purpose of this paper is to propose a critical path through which school leadership travels to students by highlighting the importance of teacher commitment. Design/methodology/approach – Using both meta-analytic and narrative review methods, this paper systematically reviews the evidence in the past 20 years about the conceptualizations and measurements of teacher commitment and its relationships with principal leadership and student learning. Findings – This paper presents: first, the four dimensions of teacher commitment and the ten constituents involved in the conceptualization of teacher commitment; and second, the five measures used in empirical studies for measuring teacher commitment. It concludes that: teacher commitment is significantly related to student learning; the extent to which school leadership influences teacher commitment is large and is aligned with the value systems of both leaders and teachers; and teacher commitment mediates leadership impacts on student learning in three ways: at the personal level, at the dyad level and at the collective level. Research limitations/implications – This study conceptualizes a critical path through which school leadership improves student learning, mediated by teacher commitment. A framework of such critical paths will provide educational leaders and policy makers at both local and state levels with much needed guidance for improving student learning. Originality/value – This study adds to the understanding of the indirect influence of school leadership on student learning by illustrating how and to what extent principal leadership influences teacher commitment, which in turn influences student learning.