Frontiers in Psychology (May 2022)
COVID-19 Impact on Teachers’ Organizational Commitment in Schools
Abstract
Highly committed teachers spend more effort helping their schools achieve their academic goals. The COVID-19 pandemic had a dire effect on education worldwide. However, just after a few semesters, teachers were asked to return back to schools to teach in person. This study aims to analyze the organizational commitment levels of school teachers before and after the implementation of the COVID-19 pandemic measures that resulted in a two-semester break in face-to-face teaching. In this study, a quantitative research method was utilized. Commitment levels of a total of 300 teachers were assessed in a longitudinal test by using a popular tool in order to see the relative change as a result of the COVID-19 pandemic in Cyprus. The study mainly focuses on gender, marital status, education levels, job experience, and duration of work in the organizations, and the information obtained in the form of responses was statistically analyzed. According to the results of the quantitative analysis, the sampling average for the organizational commitment was determined to be at a medium-to-high level. The commitment levels of teachers were observed to be decreased after the COVID-19 pandemic measures came to be implemented in schools. A detailed investigation of the school teachers’ commitment levels corresponding to the different demographic characteristics before COVID-19 and after the implementation of normalization measures is presented in this study.
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