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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.
American Educational Research Journal (AERJ) has as its purpose to publish original empirical and theoretical studies and analyses in education. The editors seek to publish articles from a wide variety of academic disciplines and substantive fields. They are looking for contributions that are significant to the understanding and/or improvement of educational processes and outcomes.
The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 20,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science.
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American Educational Research Journal
© 1996 American Educational Research Association