Date of Award

Summer 8-2018

Document Type


Degree Name

Doctor of Education (Ded)


Professional Studies in Education

First Advisor

David Piper

Second Advisor

Kelli Paquette

Third Advisor

Sue Rieg


This quantitative research study examines teachers’ professional commitment through the administration of the Organizational Commitment Questionnaire (OCQ) (Mowday, Steers, and Porter 1979) to teachers in Title I qualifying school districts in Pennsylvania. Teachers in five school districts, representing various demographic and geographic regions of Pennsylvania, were electronically surveyed to determine their level of commitment. This research expands upon two previous studies that concluded that school climate does influence teacher commitment in Alabama (Douglas, 2010; Smith, 2009).

In addition to the OCQ, participants also completed the Organizational Climate Index (OCI) (Hoy, Smith, and Sweetland 2002), which determined school climate categories : Achievement Pres, Collegial Leadership, Institutional Vulnerability, and Professional Teacher Behavior, which acted as independent variables for this reasearch. In addition to these independent variables, demographic data was also collected for gender, years of expereince, and grade level taught.

It was concluded that all climate variables influence teacher commitment. Achievement pres (r=.648**, p<.01) had the strongest influence on commitment, followed by Collegial Leadership (r=.58**, p<.01), with the weakest influence found with Professional Teacher Behavior (r=.435**, p<.01). A negative statistically significant influence was found between Institutional Vulnerability and Commitment (r=-.235**, p<.01). There was also a statistically significant correlation for teacher gender and commitment.

This study rejected the first null hypothesis, School climate has no influence on teacher commitment. This hypothesis was rejected because all climate subcategories had a statistically significant relationship to school climate.

The second null hypothesis, Teachers’ demographic information has no influence on teachers’ commitment to their schools, was rejected, as there was a statistically significant finding between male and female teacher commitment.