Exploring Teacher Organizational Commitment for Promoting Sustainable Development in Higher Education
A Systematic Literature Review and Analysis of Theories and Methodologies in Chinese Studies
Dados Bibliográficos
| ID | 22358783 |
|---|---|
| Autores | Yue Liu (0000-0001-8357-1332, National University of Malaysia), Liu Yue, Bity Salwana Alias (0000-0001-8769-9341, National University of Malaysia), Aida Hanim A Hamid (0000-0001-7952-8788) |
| Ano | 2025 |
| Volume | 4 |
| Fascículo | 1 |
| Data de publicação | 2025-01-14 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Ecohumanism (JOURNAL) |
| Identificadores do periódico | ISSN: 2752-6798 • E-ISSN: 2752-6801 |
| Editora | Creative Publishing House (PUBLISHER • GB) |
| DOI | 10.62754/joe.v4i1.5836 |
| OpenAlex | W4406377534 |
| Idioma | EN |
| Referências citadas | 19 |
Teacher organisational commitment (TOC) is a key factor influencing teachers' professional stability and teaching quality, and it is important for achieving sustainable development in higher education. However, systematic analyses in this area are insufficient. Therefore, this study adopted the PRISMA framework to conduct a systematic literature review, focusing on empirical studies on the COVID-19 pandemic and its post-epidemic period. Relevant literature was screened from Scopus, Web of Science, Wiley, and ScienceDirect, resulting in 11 peer-reviewed studies from the context of higher education in China, this study aims to explore the mainstream research theories and methodologies on TOC from a Chinese perspective and discuss the different roles TOC has played in various research. Exploring the current state in China, this study enhances the theoretical and practical understanding of TOC and delivers actionable insights for school administrations and policymakers to promote sustainable development in higher education. The study also offers recommendations for future research to investigate TOC in various cultural contexts further, thereby supporting international perspectives
China · Empirical research · Engineering ethics · Geography · Higher education · Mainstream · MEDLINE · Pedagogy · Political science · Public relations · Scopus · Sociology · Sustainable development · Systematic review · Education and Teacher Training · Education Practices and Challenges · Engineering · Psychology · Technology-Enhanced Education Studies
Organizational commitment, job satisfaction, and turnover among psychiatric technicians.
Phenomenological Qualitative Methods Applied to the Analysis of Cross-Cultural Experience in Novel Educational Social Contexts
Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction
A three-component conceptualization of organizational commitment
Social Exchange Theory
Quiet quitting during Covid-19
Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers
Why are Chinese university teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy
State formation and higher education (HE) policy
Turnover Intentions Among College Counselors in China
The Effect of Organizational Trust on Turnover Intention of Rural Kindergarten Teachers
Psychological capital and occupational commitment of Chinese urban preschool teachers mediated by work-related quality of life
From perceived discrepancies to intentional efforts
Teachers' dual commitment to the organization and occupation
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
Family/friends support, work-family conflict, organizational commitment, and turnover intention in young preschool teachers in China
The measurement of organizational commitment
How transformational and contingent reward leaderships influence university faculty's organizational commitment
The boundary conditions under which teaching-research conflict leads to university teachers' job burnout
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |