A Study On The Antecedents Of Organizational Commitment Among The North Jiangsu Urban Secondary School Teachers

The organizational commitment of the teachers means that teachers firmly believe in the goal of the school, recognize and accept school values, self-motivatedly make every effort to schools, and desire to work in schools. Teacher Organization commitments involves the stability of the teaching force, affecting the quality of education services. To strengthen the research into the organizational commitment of the teachers has become the new requirement of the development of contemporary education, and geographical research is improvement to its overall research .This article tries to observe 178 secondary school teachers in the author's school, attempts to analyze the factors that affect the organizational commitment of the North Jiangsu urban secondary school teachers in details , reveal the existence of the problem and rationally think about the cause of the problem, and propose strategies and principles on the construction of secondary school teacher organizational commitment on the basis of the combination of theory and practice, innovation and criterion with the use of interviews, questionnaires and other methods .The results show that: (1) The demographic factors, organizational factors on the impact of show their different characteristics, co-restrict the level of the organizational commitment and internal factors and the composition of the organizational commitment of teachers have different impacts. (2) the seniority, qualifications in demographic factors have significant correlation to the commitment. Teachers with more than 16 years of seniority is relatively high in the emotional commitment and the commitment to the ideal; teachers with 6-15 years of seniority has a stronger commitment to the professional responsibility; while those with master's degree have the least commitment .(3) The organizational support, job satisfaction have significant positive correlation to the organizational commitment of teachers; and work stress and organizational commitment have a negative correlation (4) The improvement of the organizational commitment needs teachers, school management, and many factors work together.