Purpose

Studies demonstrate the central role of principals in developing and sustaining teacher commitment to their school. Teachers' commitment to their school impacts teaching, learning, innovation and school climate and manifests job satisfaction. Commitment strongly relates to teacher attrition. Attrition is important in the study of school success and failure given its strong predictive link to student learning.

Design/methodology/approach

This study thus identifies relational practices of principals who successfully develop and maintain high levels of commitment among their teaching staff compared to those principals who fail to maintain high commitment or fail to raise low commitment among their teachers during the school year. To investigate this process, this study uses longitudinal, within-year school network and climate data for teachers and principals in 15 American charter schools. With these data and theories offered by social-psychology and organizational studies, the interpersonal leadership and school climate conditions set forth by the principal link to the fluctuating levels of commitment among teachers.

Findings

Despite the consistently established link between employee commitment and organizational success and failure, this operationalization of changing levels of staff commitment is a novel contribution to the discussion of organizational principal leadership failure. This study clearly tests the questions: Which emotional responses prove volatile to teachers' repeated exchanges with their principals? How do principals' relational practices impact teachers' commitment to teaching? Among the strongest findings is the key practice of principals to maintain trust—interpersonal and schoolwide—to improve commitment among teachers and avoid loss of commitment by the end of the school year.

Practical implications

Relational practices of principals can promote quality relationships that uphold trust and sustain environments conducive to maintaining high organizational commitment. When leaders fail to establish and maintain quality relationships, challenges experienced during a school year become more difficult to overcome.

Originality/value

The opportunity arises to test the time-varying aspect of interpersonal relations in organizations and the subsequent idea about how organizational leaders maintain strong relationships, strengthen poor ones or repair injured relationships. These results evidence teacher commitment is prone to decline at the end of the school year yet the chance and magnitude of the fluctuation directly responds to changes in principals' relational practices. With relational practices, principals can induce affective responses from teachers at the interpersonal and organizational level that improve commitment among teachers and reduce drops in commitment.

中文翻译：

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教师承诺的风化波动：领导者关系失败，有改善前景

目的

研究表明，校长在培养和维持教师对学校的承诺方面发挥着核心作用。教师对学校的承诺会影响教学、学习、创新和学校氛围，并体现出工作满意度。承诺与教师流失密切相关。鉴于其与学生学习的强大预测联系，自然减员在研究学校成功和失败中很重要。

设计/方法/方法

因此，本研究确定了与那些在学年期间未能保持高度承诺或未能提高教师承诺水平的校长相比，成功培养并保持教学人员高度承诺的校长的关系实践。为了调查这一过程，本研究使用了 15 所美国特许学校的教师和校长的纵向、年内学校网络和气候数据。通过社会心理学和组织研究提供的这些数据和理论，人际关系领导力和学校气候条件与教师之间波动的承诺水平有关。

发现

尽管员工承诺与组织成功和失败之间始终存在联系，但这种改变员工承诺水平的操作化是对组织主要领导失败讨论的新贡献。这项研究清楚地测试了以下问题：教师与校长的反复交流会导致哪些情绪反应不稳定？校长的关系实践如何影响教师的教学承诺？最重要的发现之一是校长保持信任的关键做法——人际和学校范围内——以提高教师之间的承诺并避免在学年结束时失去承诺。

实际影响

委托人的关系实践可以促进高质量的关系，维护信任并维持有利于保持高度组织承诺的环境。当领导者未能建立和维持高质量的关系时，一个学年中遇到的挑战就会变得更加难以克服。

原创性/价值

有机会测试组织中人际关系的时变方面以及随后关于组织领导者如何维持牢固关系、加强不良关系或修复受损关系的想法。这些结果证明教师承诺在学年结束时容易下降，但波动的机会和幅度直接响应校长关系实践的变化。通过关系实践，校长可以在人际关系和组织层面引起教师的情感反应，从而提高教师之间的承诺并减少承诺的下降。