An Analysis of the Relationship among Teachers’ Team Learning, Moral Commitment, and Career Commitment Using Structural Equation Modeling

Abstract

The main purpose of this study is to shed light on the direct correlation found between team learning skills and teachers’ moral commitment and to use moral commitment as a tool to reveal the indirect effect these team learning skills have on teachers’ career commitment. Keeping this purpose in mind, 3 different scales (the Learning School Scale, Moral Commitment Scale, and Career Commitment Scale) were used to obtain data via Google Forms from 448 teachers working in the province of Düzce in northwest Turkey during the spring semester of the 2020-2021 academic years. The SPSS 25 and AMOS21 statistical software programs were used to analyse the data gathered in this study and structural equation modelling was used to test hypotheses generated from the data. Results obtained from the programs show that while team learning doesn’t directly predict teachers’ career commitment, it does predict career commitment indirectly as a consequence of moral commitment. It is evident that moral commitment is the mediator variable that uncovers the relationship between team learning and career commitment (indicating complete mediation).