Open AccessInvestigating the effect of teacher commitment on student academic achievement
Author(s) -
Insaf El Kalai,
Brahim Kirmi,
Imad Ait Lhassan
Publication year - 2022
Publication title -
international journal of research in business and social science
Language(s) - English
Resource type - Journals
ISSN - 2147-4478
DOI - 10.20525/ijrbs.v10i8.1507
Subject(s) - academic achievement , psychology , student achievement , mathematics education , population , pedagogy , political science , sociology , demography
The present work is interested in the resonance of teacher commitment on students' academic commitment and consequently on their academic achievement. It aims to identify the determinants of the commitment of Moroccan teachers at the qualifying secondary level specifically in the Provincial Directorate of National Education of Tangier-Assilah (Morocco), in particular organizational commitment and professional commitment with repercussions on student commitment in its two dimensions: affective, cognitive and its extension on academic achievement. This article has discussed the conceptual and theoretical details as well as the problematic, the main hypotheses and the conceptual model of the research. Then, it has presented the results of the empirical study which is based on a quantitative methodological approach of a positivist hypothetical deductive nature. The data were collected by a questionnaire submitted by e-mail to our study population, which consists of 204 teachers and 380 students of the qualifying secondary level in 29 local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco). The result of our empirical study shows that the teacher commitment had a positive and statistically significant effect on student academic achievement through student engagement in local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco).