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A Study of the Relationships Between Curriculum Leadership, Organizational Commitment and Teaching Effectiveness of Junior-High-School Science and Technology Teachers
The relationships between teacher’s curriculum leadership, organizational commitment, and teaching effectiveness have been investigated in some subjects or learning areas, but not in the emerging Science and Technology (S&T) learning area. The purpose of this study was to examine the relationships between curriculum leadership, organizational commitment and teaching effectiveness of the S&T teachers in junior high schools. As a result of a questionnaire survey which had 289 S&T teacher respondents, the following conclusions are drawn: (1) S&T teachers demonstrate good curriculum leadership, organizational commitment, and teaching effectiveness, overall. Especially, they own very good self-confidence and self-respect, internalization obligation as well as subject teaching ability. (2) Male teachers’ curriculum leadership, organizational commitment and teaching effectiveness are higher than those of female teachers. In addition, the organizational commitment of teachers in larger schools is higher than that of the teachers in smaller schools. The organizational commitment of the teachers not serving as a class tutor is higher than that of the teachers serving as a class tutor. (3) There is a positive relationship between teachers’ curriculum leadership, organizational commitment and teaching effectiveness. (4) Teachers’ teaching effectiveness can be effectively predicted by teachers’ internalization obligation, professional development as well as self-confidence and self-respect. (5) Teachers’ organizational commitment can serve as mediator between teachers’ curriculum leadership and teaching effectiveness. That is, curriculum leadership can affect teaching effectiveness via organizational commitment.
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