Does teacher commitment make sense? Teacher commitment as a mediator in the relationship between teachers’ social networks and teachers’ sense of self-efficacy.

Abstract

Dutch elementary schools are pressurized by the government to improve their results. Teachers in elementary education need tools that can help them responding to this governmental demand. Previous studies have pointed out teacher self-efficacy as an important factor contributing to student achievement. More knowledge about this concept may help teachers with finding the tools they need. Teacher self-efficacy received much attention during the last few decades and has been investigated in relation to teacher behavior, including teacher collaboration, which becomes visible in teachers’ social networks. The relation between teacher collaboration and teacher self-efficacy has been researched and this relation is possibly direct. However, despite the extensive research interest in teacher commitment, the possibility of teacher commitment as a mediator has never been investigated. That is why this study is aimed at answering the following question: To what extent does teacher commitment have a mediating role in the relationship between teachers’ social networks and teacher self-efficacy? Teachers’ social networks are determined by calculating every individual’s degree centrality and closeness centrality. Teacher commitment and teacher self-efficacy are assessed through a questionnaire. Data were collected from eight elementary schools in the Netherlands (N=114). Findings indicated positive relations between teachers’ social networks and teacher self-efficacy as well as teacher commitment and teacher self-efficacy. No significant results were found for the relationship between teachers’ social networks and teacher commitment. The mediating effect of teacher commitment could not be evidenced. One of the possible explanations for this result is that social relations are based on exchanging mutual support, which was not noticed in this research design. However, findings indicate relationships between teachers’ social networks and teacher self-efficacy as well as teacher commitment and teacher self-efficacy.