ORGANIZATIONAL SCHOOL CLIMATE IN URBAN AND CITY HIGH SCHOOLS FROM THE PERSPECTIVE OF TEACHERS
Keywords:
high schools, teachers, organizational school climate, urban and city schools, Republic of Serbia.
Abstract
A positive organizational school climate is recognized as a significant factor in teacher well-being and student learning outcomes. This research examined the quality of the organizational school climate in urban and city high schools in the Republic of Serbia. A sample of 149 teachers from nine high schools completed a self-report questionnaire (77.9% male, and 22.1% female). Measures included the Organizational School Climate Scale - factors: School management and interactions (α=.96), and School commitment (α=.90). The results showed that the quality of the organizational school climate was high: School management and interactions (M = 4.30); School commitment (M = 4.44). Also, differences in the evaluation of the organizational school climate concerning the schools' locations were confirmed. Regarding the subscale School management and interactions, the results favored city schools outside Belgrade t(147) = -3.64, p <.01, as well as regarding the subscale School commitment, where the commitment of teachers was more pronounced in city schools outside Belgrade t(147) = -4.75, p < .01. The findings of this research have the potential to encourage reflection on the importance of promoting positive interactions among school members so that the school can achieve its mission and vision of positive education and upbringing of children.
References
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Alston, R. C. (2017). A Causal Comparative Study of Teacher and Administrator Perceptions of School Climate within Elementary Schools in a School District [Doctoral Dissertation, Liberty University]. Lynchburg, VA: Liberty University.
Barth, S. R. (1992). Improving Schools from Within. Bulletin of Science, Technology & Society, 12(2): 108-108. https://doi.org/10.1177/027046769201200266
Benita, M., Butler, R., & Shibaz, L. (2019). Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching. Journal of Educational Psychology, 11(6): 1103-1118. https://doi.org/10.1037/edu0000328
Bentea, C. C. (2013). Investigation of the organizational school climate and attitudes towards change: A study on a sample of in-service Romanian teachers. Procedia - Social and Behavioral Sciences, 76: 100-104.
Brackett, M., Reyes, M., & Rivers, S. E. (2011). Classroom Emotional Climate, Teacher Affiliation, and Student Conduct. Journal of Classroom Interaction, 46(1): 27-36.
Burns, R. A., & Machin, M. A. (2012). Employee and Workplace Well-being: A Multi-level Analysis of Teacher Personality and Organizational Climate in Norwegian Teachers from Rural, Urban and City Schools. Scandinavian Journal of Educational Research, 57(3): 309-324. https://doi.org/10.1080/00313831.2012.656281
Cohen, J., & McCabe, E. (2009). School climate: research, policy, practice, and teacher education. Teachers College Record, 111(1): 180-213. https://doi.org/10.1177/016146810911100108
Cohen, J., Mccabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, 111(1): 180-213.
https://doi.org/10.1177/016146810911100108
Cohen, J., Pickeral, T., & McCloskey, M. (2009). Assessing school climate. Education Digest: Essential Readings Condensed for Quick Review, 74(8): 45-48.
Đurišić, M. (2020). Povezanost školske klime i i problema u ponašanju kod učenika mlađih razreda osnovne škole. [Doktorska disertacija, Univerzitet u Beogradu]. Beograd: Fakultet za specijalnu edukaciju i rehabilitaciju.
Engels, N., Hotton, G., Devos, G., Bouckenooghe, D., & Aelterman, A. (2008). Principals in schools witha positive school culture. Educational Studies, 34(3): 157-172.
Firestone, W. A., & Wilson, B. (1985). Using bureaucratic and cultural linkages to improve instruction: The principal's contribution. Educational Administration Quarterly, 21(2): 7-31.
https://doi.org/10.1177/0013161X85021002002
Garipağaoğlu, B. C. (2013). Examining organizational commitment of private school teachers. Journal of Educational and Instructional Studies in the World, 3(2): 22-28.
Gonder, P. O., & Hymes, D. (1994). Improving school climate and culture (AASA Critical Issues Report No. 27). Arlington, VA: American Association of School Administrators.
Gruenert, S.W., & Whitaker, T. (2017). School culture recharged. Alexandria, Virginia: ASCD.
Halpin, A. W., & Croft, D. B. (1963). The organizational climate of schools. Chicago: Midwest Administration Center.
Hoy, W. (1990). Organizational Climate and Culture: A Conceptual Analysis of the School Workplace. Journal of Educational and Psychological Consultation, 1(2): 149-168.
Hoy, W., & Hannum, J. (1997). Middle School Climate: An Empirical Assessment of Organizational Health and Student Achievement. Educational Administration Quarterly, 33(3): 290-311.
Johnson, B., & Stevens, J. J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research, 9(2): 111-122. https://doi.org/10.1007/s10984-006-9007-7
Jonathan, H., Darroux, C., & Massele, J. (2013). Perceived job satisfaction and its impact on organizational commitment: An empirical study of public secondary schoolteachers in Dodoma, Tanzania. Journal of Business and Management, 13(3): 41-52.
Kardos, S., & Johnson, S. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2): 259–290.
Kaya, M., & Selvitopu, A. (2022). A Meta-Analysis of the Effects of Some Factors on Teachers’ Classroom Management Skills. International Journal of Contemporary Educational Research, 6(2): 409-425. https://doi.org/10.33200/ijcer.621313
Kelley, R., Thornton, B., Daugherty, R. (2005). Relationships between Measures of Leadership and School Climate. Education, 126(1): 17-25.
Kraft, M. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4): 476-500. https://doi.org/10.3102/0162373713519496
Kumari, S., & Jafri, S. (2011). Level of organizational commitment of male and female teachers of secondary schools. Journal of Community Guidance & Research, 28(1): 37-47.
Latham, G., & Pinder, C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56: 485-516. https://doi.org/10.1146/annurev.psych.55.090902.142105
Little, W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educator's handbook: A research perspective (pp. 491-518). New York: Longman.
Lloyd, M. E., & Sullivan, A. (2012). Leaving the Profession: The Context behind One Quality Teacher’s Professional Burn Out. Teacher Education Quarterly, 39(4): 139-162.
Maslowski, R. (2001). School culture and school performance. An explorative study into theorganizational culture of secondary schools and their effects [Doctoral dissertation, University of Twente]. Netherlands: University of Twente.
McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8(3): 130-140.
https://doi.org/10.1177/106342660000800301
Memduhoğlu, B. S., & Şeker G. (2011). Organizational Climate of Primary Schools in the View of Teachers. Inonu University Journal of the Faculty of Education, 12(1): 149-168.
Mowday, R., Steers, R., Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2): 224-247. https://doi.org/10.1016/0001-8791(79)90072-1
National School Climate Council. (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. Retrived from: http://www.schoolclimate.org/climate/advocacy.php
Nir, A., & Hameiri, L. (2014). School principals’ leadership style and school outcomes: The mediating effect of powerbase utilization. Journal of Educational Administration, 52(2): 210–227.
Othman, C., & Kasuma, J. (2016). Relationship of school climate dimensions and teachers’ commitment. Journal of Contemporary Issues and Thought, 6: 19-29.
XXX & XXX. (2024): Support for Child Victims in Crisis Situations. In M. Kolaković-Bojović, & Stevanović, I. (Eds.), The Position of Victim in the Republic of Serbia (pp. 195-207). Belgrade: Institute of Criminological and Sociological Research. https://doi.org/10.47152/Palic2024.14
Raj, T., & Lalita (2013). Job satisfaction among teachers of private and government school: a comparative analysis. International Journal of Social Science & Interdisciplinary Research, 2(9): 151-158.
Raman, A., Chi Ling, C., & Khalid, R. (2015). Relationship between school climate and teachers’ commitment in an excellent school of Kubang Pasu District, Kedah, Malaysia. Mediterranean Journal of Social Sciences, 6(3): 163-173.
Rhodes, J. E., & Camic, P. M. (2009). Improving middle school climate through teacher-centered change. Journal of Community Psychology, 37(6): 711–724. https://doi.org/10.1002/jcop.20326
Ronfeldt, M. L. (2013). How Teacher Turnover Harms Achievement. American Educational Research Journal, 50(1): 4-36. https://doi.org/10.3102/0002831212463813
Ryan, K. D., & Oestreich, D. K. (1991). Driving fear out of the workplace: How to overcome the invisible barriers to quality, productivity, and innovation. New York: Jossey-Bass.
Sass, D., Seal, A., & Martin, N. (2011). Predicting teacher retention using stress and support variables. Journal of Educational Administration, 49(2): 200-215. https://doi.org/10.1108/09578231111116734
Shore, L. M., & Tetrick, L. E. (1991). Construct validity study of the survey of perceived organizational support. Journal of Applied Psychology, 76(5): 637-643. https://doi.org/10.1037/0021-9010.76.5.637
Singh, Y., & Pandey, M. (2004). Principles of organizational behavior. New Delhi: AITBS Publishers and Distributors.
Suki, N. (2011). Job Satisfaction and organizational commitment: the effect of gender. International Journal of Psychology Research, 6(5): 1-15.
Suki, N. (2011). Job Satisfaction and organizational commitment: the effect of gender. International Journal of Psychology Research, 6(5): 1-15.
Tableman, B., & Herron, A. (2004). School climate and learning. In E. Moran, J. Carlson, & B. Tableman (Eds.), Encyclopedia of the Sciences of Learning (pp. 1-10). Boston: Springer.
XXX & XXX. (2024). Školska klima kao faktor bezbednosti u srednjim školama. Nastava i vaspitanje, 73(1): 5-20.
XXX (2023). Školska klima i prosocijalno ponašanje kao faktori bezbednosti u srednjim školama (doktorska disertacija). NaRDUS (123456789/21592)
XXX (2024): Učeničko ponašanje i bezbednost u školi. Beograd: Institut za kriminološka i sociološka istraživanja. https://doi.org/10.47152/upbs2024
Tarter, C. J., Sabo, D., & Hoy, W. K. (1995). Middle school climate, faculty trust, and effectiveness: A path analysis. Journal of Research and Development in Education, 29: 41-49.
Tella, A., Ayeni, C. O., & Popoola, S. O. (2007). Work motivation, job satisfaction and organizational commitment of library personnel in academic and research libraries in OYO State Nigeria. Practice of Library and Philosophy, 23(3: 106-117.
Tella, A., Ayeni, C. O., & Popoola, S. O. (2007). Work motivation, job satisfaction and organizational commitment of library personnel in academic and research libraries in OYO State Nigeria. Practice of Library and Philosophy, 23(3): 106-117.
Thapa, A., & Cohen, J. (2012). School Climate Research Summary. New York: National School Climate Center.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3): 357–385. h ttps://doi.org/10.3102/0034654313483907
Treputtharata, S., & Tayiam, S. (2014). School climate affecting job satisfaction of teachers in primary education, Khon Kaen, Thailand. Procedia - Social and Behavioral Sciences, 116: 996-1000.
Vitell, S. J., & Singhapakdi, A. (2008). The role of ethics institutionalization in influencing organizational commitment, job satisfaction, and esprit de corps. Journal of Business Ethics, 17(6): 343-353. https://doi.org/10.1007/s10551-007-9498-x
Wang, C. C., Lin, H. M., & Liang, T. (2017). A Study on comparing the relationship among organizational commitment, teachers job satisfaction and job involvement of schools with urban-rural discrepancy. Educational Research and Reviews, 12(16): 762-771.
Weihui Fu, S. P., & Zhao, X. (2011). The impact of ethical behavior and facets of job satisfaction on organizational commitment of Chinese employees. Journal of Business Ethics, 32(4): 537-543.
Whipp, J. L., & Geronime, L. (2017). Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools. Urban Education, 52(7): 799-828.
https://doi.org/10.1177/0042085915574531
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1): 81-91. https://doi.org/10.1037/0022-0663.82.1.81
Zorić, A., & Opačić, G. (1997). A new criterion for determination of the number of important principal components of standardized image variables. Rad izložen na X Kongres psihologa Jugoslavije. Beograd: Savez društava psihologa Jugoslavije, str. 9.
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2): 139-152. https://doi.org/10.1177/0734282909344205
Alston, R. C. (2017). A Causal Comparative Study of Teacher and Administrator Perceptions of School Climate within Elementary Schools in a School District [Doctoral Dissertation, Liberty University]. Lynchburg, VA: Liberty University.
Barth, S. R. (1992). Improving Schools from Within. Bulletin of Science, Technology & Society, 12(2): 108-108. https://doi.org/10.1177/027046769201200266
Benita, M., Butler, R., & Shibaz, L. (2019). Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching. Journal of Educational Psychology, 11(6): 1103-1118. https://doi.org/10.1037/edu0000328
Bentea, C. C. (2013). Investigation of the organizational school climate and attitudes towards change: A study on a sample of in-service Romanian teachers. Procedia - Social and Behavioral Sciences, 76: 100-104.
Brackett, M., Reyes, M., & Rivers, S. E. (2011). Classroom Emotional Climate, Teacher Affiliation, and Student Conduct. Journal of Classroom Interaction, 46(1): 27-36.
Burns, R. A., & Machin, M. A. (2012). Employee and Workplace Well-being: A Multi-level Analysis of Teacher Personality and Organizational Climate in Norwegian Teachers from Rural, Urban and City Schools. Scandinavian Journal of Educational Research, 57(3): 309-324. https://doi.org/10.1080/00313831.2012.656281
Cohen, J., & McCabe, E. (2009). School climate: research, policy, practice, and teacher education. Teachers College Record, 111(1): 180-213. https://doi.org/10.1177/016146810911100108
Cohen, J., Mccabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, 111(1): 180-213.
https://doi.org/10.1177/016146810911100108
Cohen, J., Pickeral, T., & McCloskey, M. (2009). Assessing school climate. Education Digest: Essential Readings Condensed for Quick Review, 74(8): 45-48.
Đurišić, M. (2020). Povezanost školske klime i i problema u ponašanju kod učenika mlađih razreda osnovne škole. [Doktorska disertacija, Univerzitet u Beogradu]. Beograd: Fakultet za specijalnu edukaciju i rehabilitaciju.
Engels, N., Hotton, G., Devos, G., Bouckenooghe, D., & Aelterman, A. (2008). Principals in schools witha positive school culture. Educational Studies, 34(3): 157-172.
Firestone, W. A., & Wilson, B. (1985). Using bureaucratic and cultural linkages to improve instruction: The principal's contribution. Educational Administration Quarterly, 21(2): 7-31.
https://doi.org/10.1177/0013161X85021002002
Garipağaoğlu, B. C. (2013). Examining organizational commitment of private school teachers. Journal of Educational and Instructional Studies in the World, 3(2): 22-28.
Gonder, P. O., & Hymes, D. (1994). Improving school climate and culture (AASA Critical Issues Report No. 27). Arlington, VA: American Association of School Administrators.
Gruenert, S.W., & Whitaker, T. (2017). School culture recharged. Alexandria, Virginia: ASCD.
Halpin, A. W., & Croft, D. B. (1963). The organizational climate of schools. Chicago: Midwest Administration Center.
Hoy, W. (1990). Organizational Climate and Culture: A Conceptual Analysis of the School Workplace. Journal of Educational and Psychological Consultation, 1(2): 149-168.
Hoy, W., & Hannum, J. (1997). Middle School Climate: An Empirical Assessment of Organizational Health and Student Achievement. Educational Administration Quarterly, 33(3): 290-311.
Johnson, B., & Stevens, J. J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research, 9(2): 111-122. https://doi.org/10.1007/s10984-006-9007-7
Jonathan, H., Darroux, C., & Massele, J. (2013). Perceived job satisfaction and its impact on organizational commitment: An empirical study of public secondary schoolteachers in Dodoma, Tanzania. Journal of Business and Management, 13(3): 41-52.
Kardos, S., & Johnson, S. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2): 259–290.
Kaya, M., & Selvitopu, A. (2022). A Meta-Analysis of the Effects of Some Factors on Teachers’ Classroom Management Skills. International Journal of Contemporary Educational Research, 6(2): 409-425. https://doi.org/10.33200/ijcer.621313
Kelley, R., Thornton, B., Daugherty, R. (2005). Relationships between Measures of Leadership and School Climate. Education, 126(1): 17-25.
Kraft, M. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4): 476-500. https://doi.org/10.3102/0162373713519496
Kumari, S., & Jafri, S. (2011). Level of organizational commitment of male and female teachers of secondary schools. Journal of Community Guidance & Research, 28(1): 37-47.
Latham, G., & Pinder, C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56: 485-516. https://doi.org/10.1146/annurev.psych.55.090902.142105
Little, W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educator's handbook: A research perspective (pp. 491-518). New York: Longman.
Lloyd, M. E., & Sullivan, A. (2012). Leaving the Profession: The Context behind One Quality Teacher’s Professional Burn Out. Teacher Education Quarterly, 39(4): 139-162.
Maslowski, R. (2001). School culture and school performance. An explorative study into theorganizational culture of secondary schools and their effects [Doctoral dissertation, University of Twente]. Netherlands: University of Twente.
McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8(3): 130-140.
https://doi.org/10.1177/106342660000800301
Memduhoğlu, B. S., & Şeker G. (2011). Organizational Climate of Primary Schools in the View of Teachers. Inonu University Journal of the Faculty of Education, 12(1): 149-168.
Mowday, R., Steers, R., Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2): 224-247. https://doi.org/10.1016/0001-8791(79)90072-1
National School Climate Council. (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. Retrived from: http://www.schoolclimate.org/climate/advocacy.php
Nir, A., & Hameiri, L. (2014). School principals’ leadership style and school outcomes: The mediating effect of powerbase utilization. Journal of Educational Administration, 52(2): 210–227.
Othman, C., & Kasuma, J. (2016). Relationship of school climate dimensions and teachers’ commitment. Journal of Contemporary Issues and Thought, 6: 19-29.
XXX & XXX. (2024): Support for Child Victims in Crisis Situations. In M. Kolaković-Bojović, & Stevanović, I. (Eds.), The Position of Victim in the Republic of Serbia (pp. 195-207). Belgrade: Institute of Criminological and Sociological Research. https://doi.org/10.47152/Palic2024.14
Raj, T., & Lalita (2013). Job satisfaction among teachers of private and government school: a comparative analysis. International Journal of Social Science & Interdisciplinary Research, 2(9): 151-158.
Raman, A., Chi Ling, C., & Khalid, R. (2015). Relationship between school climate and teachers’ commitment in an excellent school of Kubang Pasu District, Kedah, Malaysia. Mediterranean Journal of Social Sciences, 6(3): 163-173.
Rhodes, J. E., & Camic, P. M. (2009). Improving middle school climate through teacher-centered change. Journal of Community Psychology, 37(6): 711–724. https://doi.org/10.1002/jcop.20326
Ronfeldt, M. L. (2013). How Teacher Turnover Harms Achievement. American Educational Research Journal, 50(1): 4-36. https://doi.org/10.3102/0002831212463813
Ryan, K. D., & Oestreich, D. K. (1991). Driving fear out of the workplace: How to overcome the invisible barriers to quality, productivity, and innovation. New York: Jossey-Bass.
Sass, D., Seal, A., & Martin, N. (2011). Predicting teacher retention using stress and support variables. Journal of Educational Administration, 49(2): 200-215. https://doi.org/10.1108/09578231111116734
Shore, L. M., & Tetrick, L. E. (1991). Construct validity study of the survey of perceived organizational support. Journal of Applied Psychology, 76(5): 637-643. https://doi.org/10.1037/0021-9010.76.5.637
Singh, Y., & Pandey, M. (2004). Principles of organizational behavior. New Delhi: AITBS Publishers and Distributors.
Suki, N. (2011). Job Satisfaction and organizational commitment: the effect of gender. International Journal of Psychology Research, 6(5): 1-15.
Suki, N. (2011). Job Satisfaction and organizational commitment: the effect of gender. International Journal of Psychology Research, 6(5): 1-15.
Tableman, B., & Herron, A. (2004). School climate and learning. In E. Moran, J. Carlson, & B. Tableman (Eds.), Encyclopedia of the Sciences of Learning (pp. 1-10). Boston: Springer.
XXX & XXX. (2024). Školska klima kao faktor bezbednosti u srednjim školama. Nastava i vaspitanje, 73(1): 5-20.
XXX (2023). Školska klima i prosocijalno ponašanje kao faktori bezbednosti u srednjim školama (doktorska disertacija). NaRDUS (123456789/21592)
XXX (2024): Učeničko ponašanje i bezbednost u školi. Beograd: Institut za kriminološka i sociološka istraživanja. https://doi.org/10.47152/upbs2024
Tarter, C. J., Sabo, D., & Hoy, W. K. (1995). Middle school climate, faculty trust, and effectiveness: A path analysis. Journal of Research and Development in Education, 29: 41-49.
Tella, A., Ayeni, C. O., & Popoola, S. O. (2007). Work motivation, job satisfaction and organizational commitment of library personnel in academic and research libraries in OYO State Nigeria. Practice of Library and Philosophy, 23(3: 106-117.
Tella, A., Ayeni, C. O., & Popoola, S. O. (2007). Work motivation, job satisfaction and organizational commitment of library personnel in academic and research libraries in OYO State Nigeria. Practice of Library and Philosophy, 23(3): 106-117.
Thapa, A., & Cohen, J. (2012). School Climate Research Summary. New York: National School Climate Center.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3): 357–385. h ttps://doi.org/10.3102/0034654313483907
Treputtharata, S., & Tayiam, S. (2014). School climate affecting job satisfaction of teachers in primary education, Khon Kaen, Thailand. Procedia - Social and Behavioral Sciences, 116: 996-1000.
Vitell, S. J., & Singhapakdi, A. (2008). The role of ethics institutionalization in influencing organizational commitment, job satisfaction, and esprit de corps. Journal of Business Ethics, 17(6): 343-353. https://doi.org/10.1007/s10551-007-9498-x
Wang, C. C., Lin, H. M., & Liang, T. (2017). A Study on comparing the relationship among organizational commitment, teachers job satisfaction and job involvement of schools with urban-rural discrepancy. Educational Research and Reviews, 12(16): 762-771.
Weihui Fu, S. P., & Zhao, X. (2011). The impact of ethical behavior and facets of job satisfaction on organizational commitment of Chinese employees. Journal of Business Ethics, 32(4): 537-543.
Whipp, J. L., & Geronime, L. (2017). Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools. Urban Education, 52(7): 799-828.
https://doi.org/10.1177/0042085915574531
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1): 81-91. https://doi.org/10.1037/0022-0663.82.1.81
Zorić, A., & Opačić, G. (1997). A new criterion for determination of the number of important principal components of standardized image variables. Rad izložen na X Kongres psihologa Jugoslavije. Beograd: Savez društava psihologa Jugoslavije, str. 9.
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2): 139-152. https://doi.org/10.1177/0734282909344205
