Strategies for the Development of the Organizational Commitment of Private School Teachers: A Mixed Methods Research

The present study aimed to analyze, synthesize, and examine the available empirical research on private school teachers’ organizational commitment and the organizational- and individual-related variables that influence it to propose strategies for the development of organizational commitment of private school teachers. An explanatory sequential mixed methods design was applied. Quantitative methodology was employed to conduct a meta-analysis following PRISMA guidelines. Eligible studies were identified from six online databases for a total of 2,428 studies. After applying the inclusion and exclusion criteria, fourteen studies remained. The data were analyzed using the Pearson formula and Fisher’s Z for effect sizes individually and across studies. Organizational-related variables found in this study were leadership and learning organization, while individual-related variables were empowerment, motivation, positive psychology capital, perceived organizational support, and positive thinking. The qualitative phase consisted of semi-structured interviews with administrators and teachers working in private schools. Inductive coding and SWOT-TOWS (Strengths, Weaknesses, Opportunities, and Threats) analyses were used to formulate strategies, and appropriateness and feasibility were then verified. Finally, organizational- and individual-related strategies were proposed for the development of private school teachers’ organizational commitment.