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The word ‘commitment’ is often used by educational writers and teachers without conscious precision as to its meaning. An attempt is made to clarify this term by utilising data from a three‐year case study of teacher initiated innovation to focus upon the manner in which a group of teachers defined and redefined their commitment within this process over time. It is suggested that teachers’ commitment to schooling, the subject, and to innovation is not a unitary phenomenon but is multidirectional and multifaceted, with different aspects gaining prominence depending upon the life circumstances of the individual.
Andrew C. Sparkes (Fri,) studied this question.