The aim of the present study was to determine the power of the affective, normative, and continuance commitment of teachers in prediction of teacher effectiveness. Having adopted the relational screening model, the study utilized data collected by the...
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The aim of the present study was to determine the power of the affective, normative, and continuance commitment of teachers in prediction of teacher effectiveness. Having adopted the relational screening model, the study utilized data collected by the “Organisational Commitment Scale” and the “Teacher Performance Assessment Scale” as administered to a total of 311 teachers in 5 neighbourhoods within Ankara province. Relations between the variables were calculated by parametric tests of t-test, one-way analysis of variance (ANOVA), correlation, and multiple regression analysis. According to the t-test results, unlike the affective commitment, which indicated significant difference by sex, the teachers’ continuance and normative commitment, total commitment, and levels of effectiveness did not indicate significant difference by sex. The one-way analysis of variance (ANOVA) results suggested that the teachers’ organisational commitment levels did not indicate significant difference by sen
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