Workplace Conditions That Affect Teacher Quality and Commitment: Implications for Teacher Induction Programs

This article identifies critical dimensions of the social organization of schools associated with teachers' commitment: their rewards, task autonomy and discretion, learning opportunities, and efficacy. I begin by defining workplace commitment, relating different organizational theories. I then apply this definition to the school as a workplace, emphasizing the needs of beginning teachers. The social organizational antecedents of teachers' learning opportunities and their efficacy are also delineated. Finally, I conclude with some policy recommendations necessary to develop a successful teacher induction program.