Abstract

• The purpose of this study is to examine the factors influencing the teacher commitment of in service teachers. In-service teachers (N = 999) from selected basic education schools participated in this study. Teacher Commitment Questionnaires (Le & Agnew, 2003; Gedefaw, 2012) were used as research instruments of this study. Based on the literature review, Teacher Commitment Questionnaire (TCQ) was categorized by seven subscales: (1) affective commitment, (2) continuance commitment, (3) normative commitment, (4) commitment to profession, (5) commitment scale, (6) organizational commitment and (7) teacher commitment. Five-point likert scales were used to respond these questionnaires. According to data analysis, the mean score of Affective Commitment is higher than Organizational Commitment and Commitment to Teaching Profession. The mean score of female teachers was significantly higher than that of male teachers. The mean score of bachelor teachers was significantly higher than that of master teachers. The mean score of single teachers was significantly higher than that of married teachers. The mean score of PAT was significantly higher than that of JAT and SAT. The mean score of over 30 years (teaching experience) of teachers was significantly higher than that of ≤15 years and 16-30 years. According to the findings, the mean score of over 45 years (age) was significantly higher than that of ≤ 30 years and 31-45 years. According to the findings, the mean commitment score of teachers in Mon State was significantly higher than that of Ayeyarwaddy, Yangon, Mandalay Regions and Shan State. Moreover, data analyses revealed that how important teacher commitment in teachers and especially in the field of education. Thus, it was said that this study can be a support for teachers in Myanmar.