Teacher Collegiality and Teacher Professional Commitment in Public Secondary Schools in Islamabad, Pakistan

AbstractCollegiality among educators is considered as an essential component of successful and effective organizations. Literature suggests that teacher collegiality is a vital determinant of teacher commitment and high professionalism. However, most of the studies on collegiality have been conducted in the developed world using non-quantitative approaches. There is a paucity of research on teacher collegial relationships in the developing countries such as Pakistan. The purpose of this quantitative, non-experimental survey study was to identify the impact of teacher collegiality on teacher professional commitment in public secondary schools in Islamabad, Pakistan. The survey, comprising the teacher collegiality scale (TCS) and the occupational commitment scale (OCS) was conducted in 17 secondary schools located in Islamabad. Structural equation modeling (SEM) was used to assess the impact of teachers’ collegiality on their professional commitment. The analysis confirmed that teacher collegiality positively influenced professional commitment among Pakistani school teachers. A strong positive impact of teacher collegiality on professional commitment among school teachers necessitates school leadership to focus on this aspect if teachers are desired to remain highly committed and devoted to the teaching professio