School of Education

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https://hdl.handle.net/2440/15079

The School of Education, in the Faculty of the Professions, has a history of over 120 years of educational research and in teacher education in South Australia. The School currently offers a range of degrees at both undergraduate and graduate level, including a Bachelor of Teaching and Graduate Diploma in Education, Masters programs (coursework and research) and a Professional Doctorate.

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School of Education
University of Adelaide
Level 8 Nexus 10 Building
10 Pulteney Street
ADELAIDE SA 5005
 
Tel: +61 8 8313 0694
Fax: +61 8 8313 3604

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Browsing School of Education by Author "Abd Razak, N."

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    Conceptualisation and Validation of Cross-Cultural Multidimensional Constructs
    (Curtin University, 2009) Abd Razak, N.; Darmawan, I.; Keeves, J.; ANZCIES (37th : 2009 : Armidale, NSW)
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    Cross-cultural views of teacher commitment in Malaysia
    (Information Age Publishing Inc., 2008) Abd Razak, N.; Darmawan, I.; Keeves, J.; Tan, O.; McInerney, D.; Liem, A.; Tan, A.
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    Teacher commitment
    (Springer, 2009) Abd Razak, N.; Darmawan, I.; Keeves, J.; Saha, L.; Dworkin, A.
    Teachers play an important role in educating the future members of a society through their work in schools. Furthermore, teachers in institutions of higher education, in technical training colleges and in centres of lifelong learning and recurrent education play a critical part in advancing economic and technological development as well as sustaining the well-being of the societies they serve. Consequently, the factors influencing the levels of commitment of the teachers in schools and in the wider education systems must necessarily be the focus of an important field of research leading to the introduction of reform and change within classrooms and lecture theatres, schools, institutions and learning centres, and national systems of education. This chapter is not only concerned with the importance of teacher commitment at all levels of education, with conceptualizing teacher commitment and with the dimensions or different types of commitment, but also with the influences of leadership and working conditions on teacher commitment as well as with the development and maintenance of high levels of commitment among teachers. In addition to considering the effects of antecedent personal characteristics of teachers on their levels of commitment, this chapter also considers the effects of social groups, such as the body of teachers within a school or institution on the individual members of the group. Of particular importance are the effects of the operations of the teacher unions within the education systems of Western countries on the commitment of their members who work within schools and institutions.
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    The influence of culture on teacher commitment
    (Springer Netherlands, 2010) Abd Razak, N.; Darmawan, I.; Keeves, J.
    Culture is believed to be an important factor that influences various aspects of human life, such as behaviour, thinking, perceptions and attitudes. This article examines the similarities and differences in the influence of culture on teacher commitment in three types of Malaysian primary schools. Since commitment to teaching has rarely been investigated in the field of education, it is necessary to identify initially the dimensions of teacher commitment and their interrelationships that are likely to operate in schools. Each of the three types of schools in which this study is conducted is related to one of the three major cultural groups in Malaysia, namely, the Malay, Chinese and Indian cultures. An investigation is undertaken of the similarities and differences between these three groups with respect to cultural orientation with school leadership, in-school working conditions and teacher commitment as the criteria. The statistical analysis, conducted at the teacher level, is path analysis with latent variables using partial least squares regression to estimate the direct and indirect effects for the different ethnic groups of the main variables on teacher commitment. The differences reported between groups are of sufficient strength to argue that analysis with pooled data are largely inappropriate and consideration needs to be given to separate analysis for the various cultural subgroups both within a country and between countries where the effects of culture are largely different.