The Influence of Gender on the Teachers' Degree of Organizational Commitment in Arab Schools in Israel

Fathi Mohsen Shamma^1,

¹Ministry of Education ¨CIsrael

Cite this paper:
Fathi Mohsen Shamma. The Influence of Gender on the Teachers' Degree of Organizational Commitment in Arab Schools in Israel. American Journal of Educational Research. 2018; 6(4):349-353. doi: 10.12691/education-6-4-8

Abstract

The current study aimed to identify the impact of gender on the degree of the organizational commitment among the Arab schools' teachers in Israel. The study sample consisted of (250) male and female teachers in the Arab schools in Israel; to achieve the objectives of the study, the researcher used the analytical, descriptive approach where he prepared a questionnaire as a tool for data collection from the members of the study sample. After conducting the appropriate statistical methods, the researcher in this study concluded the following results: there is a very great degree in the level of the organizational commitment among the teachers in the Arab schools in Israel, there are no statistically significant differences at the level of significance (a=0.05) for the degree of the level of the organizational commitment among the teachers in the Arab schools in Israel from their perspective according to the impact of gender, According to the results, the study recommended the need to maintain and strengthen this degree through continuing and preserving this status and conducting studies on the organizational commitment and its relationship to other demographic variables, such as the educational level, the educational stage, and the type of school.

Keywords:
organizational commitment gender teachers in the Arab schools in Israel

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Alkhishrum, M. M. (2011). The Effect of the Service Climate on Organizational Commitment, A Field Study on Workers in Technological Institutes of the University of Halab. Damascus University, Journal of Economic and Legal Sciences, 27 (3), 169-199.
[2]	Kadiresan, V., Selamat, M., Selladurai, S., Ramendran, Ch., & Mohamed, M. (2015). Performance appraisal and training and development of human resource management practices (HRM) on organizational commitment and turnover intention. Asian Social Science, 11(24), 162-176.
[3]	Al-Rashidi, S. (2010). Personal Attitudes of High School Principals in Hail Educational Region and Their Relation to Administrative Creativity from Their Point of View. Unpublished Master Thesis, Mutah University, Karak, Jordan.
[4]	Al-Lozi, K. M. (2012). Levels of Emotional Intelligence for Secondary School Principals and their Impact on Organizational Loyalty in Amman Governorate. Unpublished Master Thesis, Middle East University, Amman, Jordan.
[5]	Hess, R. (2007). Follow the teacher: Making adifference for school improvement. Devon, MD: Rowman and Littlefield.
[6]	Abu Al-Aini, J. (2002). The Origins of Management in the Quran and Sunnah. I. Beirut: Dar Al-Hilal Library.
[7]	Albdour, A. & Altarawneh, (2014). Employee Engagement and Organizational Commitment: Evidence from Jordan. International Journal of Business, 19(2), 192-212.
[8]	Joo B. & Shim, J. (2010). Psychological empowerment and organizational commitment: the moderating effect of organizational learning culture. Human Resource Development International, 13 (4), 425-441.
[9]	Kean, T. H., Kannan, S., Piaw, C. Y., (2017), The Effect of School Bureaucracy on the Relationship between Principals Leadership Practices and Teacher Commitment in Malaysia Secondary schools Malaysian Online Journal of Educational Sciences, 5(1), 37-55
[10]	Mousa, M., & Alas, R. (2016). Cultural diversity and organizational commitment: A study on teachers of primary public schools in Menoufia (Egypt). International business research. 9(7), 154-163.
[11]	Srinivasan, P., Selvi, K., (2016), Organizational Commitment of Higher Secondary School Teachers, American Journal of EducationalResearch, 4(5), 404-407.
[12]	Cogalty, N., Organizational commitment of teachers: A meta-analysis study for the effect of gender and material status in Turkey, Journal Aim &Scope, 15(4), 911-924.
[13]	Moloantoa, M. (2015). Factors affecting job satisfaction of academic employees: A case study of the National University of LESOTHO. Master thesis, University of technology, Durban, South Africa.
[14]	Altahayneh, Z., Khasawneh, A., Abedalhafiz, A., (2014), Relationship between Organizational Justice and Job Satisfaction as Perceived by Jordanian Physical Education Teachers, Asian Social Science, 10(4), 131-138.
[15]	Bidgoli, M., Saadati, A., Asghari, A., Saadati, M., Ghodsi, A., Bidgoli, A. (2015). Analyzing the relationship between the perception of Organizational Justice and Organizational Commitment. Case study: Neyshabur Medical Science Collage. International Journal of Academic Research in Accounting, Finance and Management Sciences. 5(3): 83-90.
[16]	Ari, A., Caglayan, H. (2017). Relationship between organizational justice perceptions and organizational commitment levels of school of physical education and sports academicians. Journal of education and training studies. 5(4), 240-251.