Test of a Three-Factor Model of Teacher Commitment.

Abstract

One hundred elementary school teachers were surveyed to assess: their perceptions of the prevalence of intrinsicallyand extrinsically-oriented work incent!ves in their schools; their perceptions of the prevalence of aversive work conditions in their schools; and their commitment to teaching. Analysis of the data revealed that: (1) the perception. of the prevalence of instrinsically-oriented work incentives and perception of aversive conditions in the workplace were powerful predictors of commitment to teaching, while the perception of the prevllence of extrinsically-oriented incentives was not; (2) overall, the respondents expressed greater intrinsic motivation than extrinsic; and (3) respondents who were predominantly intrinsically motivated expressed a slightly higher degree of commitment to teaching than did respondents who were predominantly extrinsically motivated. Professional incentive efforts need to address the intrinsically motivated goals of teachers, while de-emphasizing the use of extrinsically-oriented work incentives. However, in light of the adiitional effects of perceived aversive work conditions, it is recommended that, to more fully account for teacher commitment, the teacher work incentive position be expanded to include the effects of aversive conditions in the workplace. (Author/JD) *A******************A*******1.****************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************