Towards the Sustainable Teaching Quality Through School Culture and Teachers' Commitment using PLS-SEM Approach

Abstract

Sustainable teachers' commitment is vital to the success of the teaching process. Therefore, highlighting school culture will increase our understanding of how it affects the sustainability of teacher commitment. This paper examines the influence of school culture on teachers' sustainable organizational commitment. A quantitative approach was adopted to distribute the questionnaires. Data have been collected from (n=382) teachers who were randomly chosen as respondents of this study using a self-distributed questionnaire. PLS_SEM was the principal statistical approach suited to examine the hypotheses of the research. The results exposed that school culture positively affects sustainable teachers' commitment and significantly correlated. Therefore, the results offer valuable visions for pedagogical policy-makers on how school culture can clearly redound to sustainable teachers' commitment. This research is unique in that contributes to providing knowledge and literature about school culture and its contribution to the educational context.