Welcome to American Journal of Educational Research

American Journal of Educational Research is a peer-reviewed, open access journal that provides rapid publication of articles in all areas of educational research. The goal of this journal is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research.

ISSN (Print): 2327-6126

ISSN (Online): 2327-6150

Editor-in-Chief: Freddie W. Litton

Website: http://www.sciepub.com/journal/EDUCATION

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An Empirical Investigation of Faculty Members' Organizational Commitmentin the Kingdom of Saudi Arabia

1College of Arts, University of Dammam, Dammam, Saudi Arabia

American Journal of Educational Research. 2015, 3(8), 1020-1026
doi: 10.12691/education-3-8-12
Copyright © 2015 Science and Education Publishing

Cite this paper:
Maha B. BinBakr, Eman I. Ahmed. An Empirical Investigation of Faculty Members' Organizational Commitmentin the Kingdom of Saudi Arabia. American Journal of Educational Research. 2015; 3(8):1020-1026. doi: 10.12691/education-3-8-12.

Correspondence to: Maha  B. BinBakr, College of Arts, University of Dammam, Dammam, Saudi Arabia. Email: mbakr@uod.edu.sa


The present study utilizes the Meyer and Allen three–component model of organizational commitment to measure commitment among faculty members in Saudi Arabia. The study further investigates the relationship between the faculty's demographic variables (gender, academic rank, college cluster, years of experience, and nationality) and their organizational commitment. A survey research design was used to measure 185 faculty members’ commitment to their organizations. This study’s results demonstrate high levels of effective organizational commitment among respondents. Academic rank was found to be significantly related to organizational commitment among other demographic variables. The implications of the study could be used to improve organizational commitment among faculty members in Saudi Arabia.



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The Teacher Leader in Context of Shared Leadership in Public Schools

1Marmara University, Atatürk Faculty of Education, İstanbul, Turkey

2Teacher, Istanbul, Turkey

American Journal of Educational Research. 2015, 3(8), 1027-1035
doi: 10.12691/education-3-8-13
Copyright © 2015 Science and Education Publishing

Cite this paper:
Münevver Çetin, Sıtar Keser. The Teacher Leader in Context of Shared Leadership in Public Schools. American Journal of Educational Research. 2015; 3(8):1027-1035. doi: 10.12691/education-3-8-13.

Correspondence to: Münevver  Çetin, Marmara University, Atatürk Faculty of Education, İstanbul, Turkey. Email: mcetin@marmara.edu.tr


In this research, the main purpose is that teachers put forward their views in the context of the responsibilities they incur in the presence of the existing change and conversion at schools, and assess these views within the teacher leader perspective in the context of shared leadership. Thus, in this research the responsibilities of teachers, what kind of a role they play in the context of change and conversion, their views about their position in the school organization and the sufficiency of this position are the points that are targeted to be found out. In this study, qualitative data collection design is used in accordance with the purpose of receiving the opinions of teachers regarding the teacher leader responsibilities in the context of shared leadership. The study group of this research consists of 30 teachers from various fields who work in public schools in the 2014-2015 academic year. The data acquired from the opinions of participant teachers are evaluated in the context of five different themes: (1) Student learning, (2) Career development, (3) Organizational change, (4) Environmental change and (5) Education policies. The analysis of the opinions of participants in the context of student learning reveals that the altruist approach that centers students in providing student learning and developing it is expressed more. The analysis of the participants’ opinions in the context of career development reveals that this kind of efforts develop based on following periodicals, reading books, experience sharing and exchange of ideas.



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University Students’ Expectations and Perceptions of Study Abroad: Case Studies in Administrative Sciences

1Faculty of Public Accounting and Administration, Autonomous University of Nuevo León, Mexico

American Journal of Educational Research. 2015, 3(8), 1036-1039
doi: 10.12691/education-3-8-14
Copyright © 2015 Science and Education Publishing

Cite this paper:
Claudia DÖRFER. University Students’ Expectations and Perceptions of Study Abroad: Case Studies in Administrative Sciences. American Journal of Educational Research. 2015; 3(8):1036-1039. doi: 10.12691/education-3-8-14.

Correspondence to: Claudia  DÖRFER, Faculty of Public Accounting and Administration, Autonomous University of Nuevo León, Mexico. Email: claudia.doerfer@uanl.edu.mx, cdoerfer@gmail.com


This study is part of a research project on student mobility in a Mexican public university in the northeast of the country and presents here the results from undergraduate students of public accounting, international business and information technology. The study shows the emotions that students experienced during and after their stay at a European university, influencing their cultural awareness, self-directed learning and personal development. The qualitative approach contextualizes the students’ contributions, which were obtained through interviews and written reports. The work contributes to the rethinking of training processes, where curriculum support is included to promote intercultural competence in the preparation of students before going abroad.



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