Abstract
The relationships among teachers’ task environments, more general characteristics of school organizational climates, and teachers’ professional and organizational commitments were examined. Data were derived from the 1987–1988 National Center for Education Statistics Schools and Staffing Survey; the study was based on a sample of 14,844 secondary school teachers. Task environment was operationalized in terms of structural features of teachers’ class schedules, and school climate was measured in terms of administrative support, teacher influence and autonomy, and collegiality. Results suggest that, while teachers’ professional commitment and organizational commitment were unrelated to teachers’ class schedules, commitment was associated with school climate.
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