[ Climat organisationnel de l’école et engagement professionnel des enseignants: Le rôle médiateur de la satisfaction professionnelle ]
Volume 59, Issue 2, March 2022, Pages 69–77
Mfiarak A. Koko Richard1, Djouhoua T. Justine Malthide2, Makoudoum T. Lucie3, and Kammoe Y. Fernand Felix4
1 Chercheur, Institut National de l’Éducation, Faculté des Sciences de l’Éducation, Université de Yaoundé I, Cameroon
2 Doctorante, Faculté des Sciences de l’Éducation, Université de Yaoundé I, Cameroon
3 Doctorante, Faculté des Sciences de l’Éducation, Université de Yaoundé I, Cameroon
4 Doctorant, Faculté des Arts Lettres et Sciences Humaines, Université de Yaoundé I, Cameroon
Original language: French
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The aim of this study was to investigate whether and how teachers’ perceptions of social-emotional climate in their schools influenced the outcome variables – teachers’ professional commitment – and to examine the pathways of this relationships with satisfaction at work as mediator variable. The sample included 265 secondary school teachers from Yaoundé, Cameroon. Participants completed a questionnaire about the teacher’s commitment, perceived school climate, and satisfaction at work. A mediation analysis was used to examine a mediatory model of the variables. Satisfaction at work mediated the relationship between school organizational climate and teachers’ professional commitment. School organizational climate was considered as the determinant for teachers’ professional commitment, with satisfaction at work playing a key role. In conclusion, the result findings of this study can contribute to all types of schools and school administrators. This is because by understanding school climate influence, school administrators and teachers will be able to work towards fostering education excellence at present and for the future.
Author Keywords: School organizational climate, professional commitment, satisfaction at work, teacher.
Volume 59, Issue 2, March 2022, Pages 69–77
Mfiarak A. Koko Richard1, Djouhoua T. Justine Malthide2, Makoudoum T. Lucie3, and Kammoe Y. Fernand Felix4
1 Chercheur, Institut National de l’Éducation, Faculté des Sciences de l’Éducation, Université de Yaoundé I, Cameroon
2 Doctorante, Faculté des Sciences de l’Éducation, Université de Yaoundé I, Cameroon
3 Doctorante, Faculté des Sciences de l’Éducation, Université de Yaoundé I, Cameroon
4 Doctorant, Faculté des Arts Lettres et Sciences Humaines, Université de Yaoundé I, Cameroon
Original language: French
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The aim of this study was to investigate whether and how teachers’ perceptions of social-emotional climate in their schools influenced the outcome variables – teachers’ professional commitment – and to examine the pathways of this relationships with satisfaction at work as mediator variable. The sample included 265 secondary school teachers from Yaoundé, Cameroon. Participants completed a questionnaire about the teacher’s commitment, perceived school climate, and satisfaction at work. A mediation analysis was used to examine a mediatory model of the variables. Satisfaction at work mediated the relationship between school organizational climate and teachers’ professional commitment. School organizational climate was considered as the determinant for teachers’ professional commitment, with satisfaction at work playing a key role. In conclusion, the result findings of this study can contribute to all types of schools and school administrators. This is because by understanding school climate influence, school administrators and teachers will be able to work towards fostering education excellence at present and for the future.
Author Keywords: School organizational climate, professional commitment, satisfaction at work, teacher.
Abstract: (french)
L'objectif de cette étude était d'examiner si et comment les perceptions des enseignants sur le climat socio-émotionnel dans leurs écoles ont influencé les variables de résultat – l'engagement professionnel des enseignants – et d'examiner les voies de cette relation avec la satisfaction au travail comme variable médiatrice. L'échantillon comprenait 265 enseignants du secondaire de Yaoundé, au Cameroun. Les participants ont rempli un questionnaire sur l'engagement de l'enseignant, le climat scolaire perçu et la satisfaction au travail. Une analyse de médiation a été utilisée pour examiner un modèle médiateur des variables. La satisfaction au travail médiatise la relation entre le climat organisationnel de l'école et l'engagement professionnel des enseignants. Le climat organisationnel scolaire a été considéré comme le déterminant de l’engagement professionnel des enseignants, la satisfaction au travail jouant un rôle clé. En conclusion, les résultats de cette étude peuvent être utiles à tous les types d'écoles et de directions d'école. En effet, en comprenant l'influence du climat scolaire, les administrateurs scolaires et les enseignants seront en mesure de travailler à la promotion de l'excellence en éducation, aujourd'hui et pour l'avenir.
Author Keywords: Climat organisationnel scolaire, engagement professionnel, satisfaction au travail, enseignant.
How to Cite this Article
Mfiarak A. Koko Richard, Djouhoua T. Justine Malthide, Makoudoum T. Lucie, and Kammoe Y. Fernand Felix, “School organizational climate and professional commitment of teachers: The mediating role of professional satisfaction,” International Journal of Innovation and Scientific Research, vol. 59, no. 2, pp. 69–77, March 2022.
