Scholarly Research Journal for Interdisciplinary Studies,

Online ISSN 2278-8808, SJIF 2016 = 6.17, www.srjis.com

UGC Approved Sr. No.45269, SEPT-OCT 2017, VOL- 4/36
10.21922/srjis.v4i36.10017

PROFESSIONAL COMMITMENT AND TEACHERS

Balbir singh Jamwal, Ph. D.

Principal-BKM College of Education, Balachaur, Distt.-SBS Nagar (Pb)

In this research paper an attempt has been made to find out the significant relationship and difference
between professional commitment and Teachers in terms of selected important aspects. For this study,
the researcher has consulted various conducted studies and has made healthy discussion with Heads,
Teachers and students even educationists of the society. The results reveal that there are significant
relationships between professional commitment and teachers in terms of mostly aspects. The results
reveal that there are significant differences between professional commitment and teachers in terms
of few aspects.on the basis of conducted studies and sharing experiences it can be said that there is
positive relationship between professional commitment and teachers. If professional commitment will
be high then teaching will effective.
Scholarly Research Journal's is licensed Based on a work at www.srjis.com

Introduction
The teacher is one of the pillars of society and the country without good teachers, no country
can progress. The importance of teachers cannot be overlooked. Teacher treats and moulds
the young mind into various forms. The future of the nation is built by teacher through the
process of education. A nation tries a march ahead on the road to progress must do so with
the help of able teachers. A nation cannot afford to leave its future on the hands of
incompetent teachers. For competent teachers professional development and growth of
teacher are must .Fully professional development teachers can become a nation builder.
Professional development and growth of teacher means development of abilities, skills and
qualities among teachers, So that they can contribute to their society as well as nation. UGC,
NCTE, state and centre Government should join the hands to work and provide facilities
organize different activities prepare programs for professional development and growth of
teacher and implement strictly.
Teacher education is one of the integral component of the educational system, being
intimately connected with the society and conditional by ethos, culture and character of the
nation. Education is the essential foundation of a thriving and innovative society. The quality
of education in a society is no less important for the economic development. As competition

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among economics becomes more intense. The importance of education as the key to future
success intensifies. Above all, the structural shift from manufacturing to a service oriented
economy in recent decades, India will need to develop strong and appropriate human capital
to stay in the forefront of competition and this will be affected by the quality of education
delivered by its schools and teachers.
Todays, teacher education is facing various types of challenges not even India only
but worldwide. The major challenges and problems are defective methods of admission,
recruitment of teachers for teacher-training institutes, outdated teaching methods, inadequate
in-service education facilities, poor and un-academic environment condition s, contents are
unrelated to actual conditions and over burden of other government services except teaching
e.g. election, surveys etc. in India.
The quality of education depends upon the quality of teacher. Recognizing the
importance of teachers, the various education commissions remarked that no education
system can raise without rise the level of teachers. Teachers are considered the backbone of a
nation, so they are called the nation builders. But it has been rightly said that quality based
teachers can be national builder not are the teachers. Future and quality of a teacher depends
upon the teacher education. The major function of teacher education is not teaching the
teacher that, how to teach, but enrich the knowledge, develop various types of skills and
abilities which are relevant to the life of teacher as a teacher. Teacher education reconstitutes
the personality, reshapes the attitudes and re-moulds the habits of a teacher. So, the role of
the teacher education is very important in making the nation and nation builders.
Recognizing the importance of teachers and Indian educational scenario, Indian
Education Commission (1964-66) stated that Education should be developed so as to
increase productivity, achieve social and national integration, accelerate the process of
modernisation and cultivate social, moral and spiritual value. Regarding the quality of a
teacher the Mudaliar Commission reported that we are convinced that the most important
factor in the contemplated education reconstruction is the teacher, his personal qualities, his
educational qualifications, his professional training and the place that he occupies in the
community.
The entire educational system of our country is in the process of change. We all know
that no educational system can be successful unless the quality of teacher is improved, but in
turn the quality of teacher depends to a large extent on the quality of teacher education.

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Education prepares the future generation to take their due place in the society. A
teacher plays a pivotal role in this process. A teacher happens to be the key person to initiate
and support change for educational improvements. With the increasingly complexity of
problems, expectations from teachers are also increasing. To enable a teacher to create thirst
for knowledge amongst his pupils, he must continue to learn and grow problems his pupils,
he must continue to learn and grow professionally. Thus, education of teachers at all levels is
highly significant. In order to enable the teachers to act as catalyst in the process of
developing the future citizens, the teacher education programme needs to be revised from
time to time.
The teacher is one of the pillars of the society and the country. Without good teachers,
no country can progress. The importance of teachers cannot be overlooked. Teacher treats
and moulds the young minds into various forms. The future of the nation is built by teacher
through the process of education. As nation tries to march ahead on the road to progress must
do so with the help of able teachers. A nation cannot afford to leave its future in the hands of
incompetent teachers. According to phillospher, the world of tomorrow will be born from
the schools of today. Thus teacher can be called national builder. Teachers through their
perseverance love and sacrifices have shown us the right path in which great men have build
our nation. It is the dear teachers who mould the character, personality and show the right
direction which leads the pupils to the final destination. Flourishing national development
and a society truly prosperous with knowledge all begins from its teachers.
Responsibilities of Teacher
Our nation needs a regiment of qualified and dedicated teachers with adequate potentiality for
developing new generation with strong values and wisdom. Therefore, a teacher not only
needs to be armed with heavy degrees, long experience and means of spreading knowledge
but should have a vision, capacity to impart meaningful knowledge and inspire students for
achieving creative ends in life.
In this challenging world, human mind faces challenges every minute. In these
challenges, man sometimes becomes a winner or a looser. Under various circumstances the
human mind gets affected and the impression of these states of mind can be well observed on
the functioning and output of the person. It is very difficult to be stable while passing through
various situations. Similar is the case with a teacher who has to live personal life and
professional life simultaneously. It becomes sometime very difficult to act differently in two

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different faces of same life. The impact of one can be seen on the other and vise-a-versa. But
it is also very important to be neutral and strong during all the situations and for this, a person
should be very strong psychologically. Another very important factor is to maintain the
balance between life as well as work to bring out quality in it. A committed teacher must
possess this quality of maintaining balance which will try to keep the professional and
personal life separate and controlling the influence of one upon the other. Commitment take
birth in a stable mind and a stable mind can only be committed and productive as well.
There are many teachers who can take the teaching from mere teaching to such a
height where it becomes boon for the learners. There are so many factors involved in teaching
which can bring a remarkable change in teaching
Modern classrooms are not less than the laboratories in which the human brain gets a
platform for its development and to do something paragon. It is the duty of the teachers to
provide ample opportunities to their students to establish and grow. Learning in the
classrooms can be considered intensive if the teaching is committed and interesting. As an
interesting thing attracts the attention of everybody and made every human brain to
understand it voluntarily, in the same way professional commitment can solve the purpose of
better learning for better understanding. It is the teacher that inspires the learner for his great
achievements and then these achievements become the part of this ever developing world.
Thus, it is necessary for a teacher to be innovative and committed. A committed teacher is
like a magician who can drive the minds of his learners towards great success. A committed
teacher can do wonders for his students for their better future.
Innovations and development have shown a new face of the world around us. Nobody has
ever been escaped from the influence of these developments. Every field of human life comes
under its impact and all these innovations and developments are rising through learning and
research, which has been taking birth continuously in the house of education. Education is
behind all these developments and innovations which are contributing constantly in the field
of developing the creative brains and paving the way towards a new world.
.A committed teacher uses many of his skills in communicating his message to his
students for their clear understanding and long retention. But in spite of using various
teaching skills, it is very necessary for him to have a control over his communication skill,
which is the most important characteristic of every teacher. Though you have good
knowledge and command over your subject, you are committed and possess a very deep

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knowledge of modern technology for teaching but it becomes very necessary how you
communicate your message to your students. So the most important part of your teaching
becomes your communication skill, which regulates all skills in imparting knowledge to the
students. Communication skill is a bridge which unites the knowledge with a teacher and the
thrust for knowledge among the learners and if the teacher is good at communication skills,
this gap between the knowledge and learning can be well filled, and the knowledge
trafficking will become more easy and smooth.
Professional Commitment
Skidmore (2007) defined professionally committed teachers as those teachers who
are: a) dedicated to develop themselves professionally by seeking advanced degrees and
standard- based professional growth opportunities; b) critically reflective in their practice by
seeking meaningful feedback and discourse and engagement in action research; c) advancing
the teaching profession through the creation of professional learning communities and
teachers contributions to leadership positions.
According to Lodahl and Kejner (1965), Professional commitment is the degree to
which a persons work performance affects his self-esteem.
Meyer (1991) noted that professional commitment is a distinct concept from
organizational commitment
According to Morrow and Wirth (1989), Professional commitment is an appropriate
concept for representing at least part of the career focus dimension of work commitment
Mowday (1979) defined professional commitment as the extent to which one
indentifies with ones profession and accepts its values.
. Hall (2005) Professional commitment is defined as the extent to which one is
committed to ones profession, identified elements including dedication and social obligation.
Salancik (1977) pointed out that it is the concept of commitment is attitudinal in
nature. It reflects how much closeness an individual feels with his organization or
relationship.
According to Morrow and Goetz (1988) pointed out Professional commitment as the
extent to which one identifies with ones profession and accepts its values.
Simpson and Hood (2000) defined commitment in the context of the teaching
profession. According to them, a committed teacher reflects certain behavioral
characteristics. He shows that professional development is a top priority; reflects excitement

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about teaching and learning; connects with students; shows positive attitude about students; is
perceptive about student motives, strengths, needs and situations.
Dave (1998) conceptualized that Well-trained and effective teachers are those who
are both competent as well as committed professional practitioners. He elaborated the
following five commitment areas of a teacher; (i) Commitment to the learner (ii)
Commitment to the society (iii) Commitment to the profession (iv) Commitment to achieve
excellence (v) Commitment to basic human values.
Vandenberg and Scarpello (1994) define professional commitment as a persons belief in
and acceptance of the values of his or her chosen occupation or line of work and a
willingness to maintain membership in that occupation.
Quality of work-life has been understood as the dynamic and comprehensive
management of physical, technological, social and psychological factors that affect culture
and renew the organizational environment. Quality of work life and employees job
satisfaction is increasingly being identified as progressive indicators related to the function
and sustainability of business organizations. Typically, quality of work-life is conceptualized
as a general attitude toward an object, the job. Some theorists view quality of work-life as
being the positive emotional reaction and attitude an individual has towards his job (Rainey,
2003). Quality of work life is defined as an indicator of the overall quality of the human
experience at the workplace. A commitment to quality of work-life by the management of an
organization can be considered a cornerstone of organizational behavior. It creates a
workplace that enhances employee well-being and satisfaction. The general goal of quality of
work-life programmes is to satisfy the full range of employee needs. Quality of work life is
the work-culture that serves as the cornerstone of an organization. Hence, work culture of an
organization should be recognized and improved for providing Quality of Work Life for its
employees. Quality of Work Life is a generic phrase that covers the feelings of the workers
about every dimension of work including economic rewards and benefits, security, working
conditions, organizational and interpersonal relationships and its intrinsic meaning in a
persons life.
The predominant factor in teaching learning process is the communication which
channelizes the whole operation of transfer of knowledge from teacher to the students. The
skill of communication is an interactive process for the transmission of the knowledge from

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the experienced to the inexperienced. Through this active skill, the whole process of teaching
and learning is exercised leading to the realization of the educational objectives.
Communication skill in teaching is an art of exchanging meaning and understanding,
making the students satisfied in concept clarity.
Statement of the Problem
PROFESSIONAL COMMITMENT AND TEACHER
Professional commitment is the spirit of a teacher with which he is bound to his profession
characterized by consistency, professional loyalty, professional competencies and conformity
to professional standards and ethics.
Objectives of the Study
To find out the significant relationship and difference between Professional commitment and
teachers in terms of their gender, type of school, academic streams, family type and
experience, competency, job-satisfaction, locus of control, emotional maturity, martial status,
salary, professional growth, professional attitude, occupational stress, organizational justice,
burnout, emotional intelligence, practiced disciplinary orientations of teachers teaching level,
working conditions, support of principal and collegial and senses
Hypotheses
There is no significant relationship and difference between Professional commitment and
teachers in relation to their gender, type of school, academic streams, family type and
experience, competency, job-satisfaction, locus of control, emotional maturity, martial status,
salary, professional growth, professional attitude, occupational stress, organizational justice,
burnout, emotional intelligence, practiced disciplinary orientations of teachers teaching level,
working conditions, support of principal and collegial and senses
Methodology
Descriptive survey method and related review of literature has been used for the
present study..
Sample
Related review of literature and experiences of Heads and teachers of schools
Discussion
From the crux of the review of related literature and healthy discussion with teachers and
heads of school, it was found the selected variables are positively and negatively related to
different other variables. Consulted and studied the various studies but discussion has been

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made on a few studies due to shortage of time.

1 There is considerable teacher burnout among respondents and professional commitment
had a significant negative relationship with negative attitude towards self and students.
Kudva (2000)
2 There is distinctive patterns of relationships regarding professional commitment and
organizational commitment in schools. Where participation in the managerial domain was
positively associated with both the professional and organizational commitment, participation
in the technical domain was positively related with only teachers professional commitment.
Somech and Bogler (2002)
3 There is a significant positive relationship between professional commitment and working
conditions, gender and qualification. The four regression models showed working conditions
as the strongest predictor of professional commitment followed by gender, salary and
qualification. Marital status, teaching experience, type of teacher training and type of schools
did not contribute significantly in the prediction of professional commitment. Joseph (2003)
4 There are teachers who perceived high levels of principal support, collegial support and job
characteristics were more committed to the teaching profession. Chuan (2004)
5 There is highly professionally committed teachers had high degree of job satisfaction and
also high occupational stress.. Priyadarshani (2004)
6 There is a positive relationship between professional commitment and job satisfaction.
There was no significant difference in the level of professional commitment of male and
female teachers and no significant difference was found in the level of professional
commitment of Science and Arts teachers. Even, there was no significant difference in the
level of professional commitment of school and college teachers. Kaur (2005)
7 Teacher educators were moderately committed; no significant difference was found
between male and female teacher educators with respect to professional commitment as a
whole; different dimensions of professional commitment of teacher educators were positively
and significantly correlated; no consistent significant relationship was found between
professional commitment and length of teaching experience of teacher educators. Kohli
(2005)
8 Secondary school teachers as concentrated on medium level of professional commitment.
Female teachers were found to be more professionally committed as compared to male
teachers. Age of teachers had no significant bearing on the degree of professional

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commitment. Teachers rural and urban background failed to show any bearing on their
professional commitment. Length of teaching experience exhibited no significant bearing on
the overall professional commitment of secondary teachers. However, the findings suggested
that a new entrant to the teaching profession i.e. having teaching experience up to 5 years
exhibited more commitment on the dimension of human values. Also the teachers with more
than 16 years of experience showed high commitment to human values. Maheshwari (2005)
9 The existence of the general construct of individual teacher academic optimism towards
teacher professional commitment. Classroom context variables predicted academic optimism
but not teacher professional commitment. Teacher expertise variables were related to neither
optimism nor commitment. Kurz (2006)
10 There is professional commitment of secondary school teachers and their professed
disciplinary orientation were positively and highly correlated.. Jhujj (2008)
11 investigated through cluster analysis of the eight resulting variables (professional
identification, professional engagement, working pleasure, educational continuation,
retaining trend, professional ethics, job stress and job satisfaction) the senior high and
vocational school counselors were divided into four sub-groups: the simply getting by the
positively involved, the absent minded and incapable, and the step by step. Through
discriminated analysis of the eight variables mentioned two new variables can be regrouped
as the enthusiastically pleased and the self moral uplift. These two new variables can
validly differentiate four clusters of school counselors. Liu and Lin (2008)
13 There is no significant relationship between professionalism and emotional intelligence,
organizational climate and locus of control. Male and Female teachers differed significantly
in professionalism as exhibited in their professional satisfaction, professional commitment
and professional attitude. Kaur (2008)
14 There is no significant differences were found between group 1 and 3 regarding teachers
affective commitment. No significant differences were found between groups 2 and 3
regarding affective professional commitment. No significant differences were found between
the three analyzed groups regarding normative commitment. Magdalena (2009)
16 There is a positive and significant relation between teaching aptitude and teaching
competency. Difference in professional commitment of teachers had no significant effects on
the overall teaching competency and aspects of teaching competency.Srivastava and
Pratibha (2009)

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17 There is level of professional commitment of B.Ed. teacher educators in Himachal

Pradesh was moderate. Significant differences were found in professional commitment of
B.Ed. teacher educators with regard to gender, marital status and teaching experience. Sood
and Anand (2010)
18 There is during economic downturn, job satisfaction was positively correlated with
professional commitment; while work stress had a significant negative correlation with
professional commitment. Pai et al. (2012)
19 There is no difference in professional commitment of teacher educators with respect to
locale and gender; but showed significant difference on the basis of academic
qualification.Gupta and Jain (2013)
20 There is positive and meaningful relationship between organizational justice and
professional commitment. Linear regression analysis revealed positive and meaningful
relationship between inter-organizational justice and professional commitment. Three
components of organizational justice were ranked and the results showed that interactional
justice maintained highest importance while distributive justice came last in terms of priority.
Malmir et al. (2013)
21 There is no relationship was found between the development of intern-workers
professional commitment and their graduated high schools. Uysal (2013)
Conclusion
In the field of teaching, we find certain factors responsible for professional
commitment among the secondary school teacher. Some of these are - interest, aptitude,
academic achievement, study habits, attitude towards teaching, interpersonal skills,
motivation, stress, personality variables, support, values and many more. Many researches
have and have been conducting researches in this field, exploring the factors responsible for
the professional commitment and many of the comparisons have and been made. Some
studies concluded certain factors positively related and some of them negatively related to it.
It is realized that some more efforts must be made in this direction. Many of the educational
survey and research studies have and have been revealed that the professional commitment is
a contributing factor for the innovations in teaching- learning process in various other
countries all over the world. But in India, up to which extent? The investigator has and has
been motivated to investigate how far this is true and applicable to the secondary school
teacher of Indian.

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The present study would be very helpful to realize the professional commitment and
its contributing factors. This study would be a weapon to find the way for more profitable and
beneficial innovations in the field of teaching. The study is unique and in accordance with the
need of the hour. The study would be lead to the control over the factors influencing
professional commitment. By realizing the major weakness in the present education process,
new techniques and methods can be developed and used to overcome on the weakness.
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