The aim of the current study was to extend knowledge of occupational commitment by examining predictors at the teacher- and school-level. Several job resources hypothesized to be positively associated with occupational commitment were examined: helpful feedback, input in decision-making, teacher collaboration, and principal discipline support. The moderating role of disruptive student behavior (which was hypothesized to negatively predict the outcome) was also examined to see whether the job resources help support teachers’ occupational commitment even when disruptive behaviors are high. With 12,955 teachers from 827 schools in four English-speaking countries (Australia, Canada, England, and the US), findings revealed at the teacher-level that helpful feedback and input in decision-making were positively associated with occupational commitment, whereas the reverse was true for disruptive student behavior. An interaction effect also showed that helpful feedback was particularly important for occupational commitment when disruptive student behavior was high. At the school-level, input in decision-making and principal discipline support were positively associated with occupational commitment and disruptive student behavior was negatively associated with the outcome. Findings were similar across the four countries.

当前研究的目的是通过在教师和学校一级检查预测变量来扩展职业承诺的知识。考察了一些被认为与职业承诺呈正相关的工作资源：有用的反馈，决策投入，教师合作和校长支持。还检查了破坏性学生行为的调节作用（假设被否定地预测结果），以查看即使破坏性行为很高，工作资源是否也有助于支持教师的职业承诺。来自来自四个英语国家（澳大利亚，加拿大，英国和美国）的827所学校的12,955名教师在教师一级的研究结果表明，有用的反馈和决策投入与职业承诺呈正相关，相反，对于破坏学生的行为则相反。互动效应还表明，当破坏性学生的行为很高时，有用的反馈对于职业承诺尤其重要。在学校一级，决策和校长支持方面的投入与职业承诺成正相关，而破坏学生的行为与成果成负相关。四个国家的调查结果相似。决策和校长支持中的投入与职业承诺正相关，而破坏性的学生行为与结果负相关。四个国家的调查结果相似。决策和校长支持中的投入与职业承诺正相关，而破坏性的学生行为与结果负相关。四个国家的调查结果相似。