Assessing and Validating Teacher Commitment in Suburban Paschim Bardhaman: A Model-Based Approach

Education

This study focuses on the development and validation of a model designed to measure the commitment levels of suburban school teachers in the Paschim Bardhaman district of West Bengal, India. Recognizing the critical role of teacher commitment in ensuring effective educational outcomes and successful policy implementation, the research adopts a quantitative cross-sectional design to evaluate the dimensions of professional engagement among educators. A total of 182 primary and secondary school teachers were selected using a stratified random sampling technique to ensure representation across different school types and teaching experiences. Data were collected through a structured online questionnaire and analyzed using Structural Equation Modeling (SEM) via AMOS software. The confirmatory factor analysis supported the retention of 19 out of the 24 initially proposed behavioral indicators, confirming the validity and reliability of the measurement model. The validated framework includes three key constructs of teacher commitment: affective commitment (emotional attachment to the profession), normative commitment (a sense of moral obligation), and continuance commitment (perceived costs of leaving the profession).

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