The DOI matches its Crossref record.
The Effects of Teacher Commitment on Student Achievement
Open accessAbstract
Teacher commitment is an internal force that derives teachers to invest more time and energy in keeping up involvement in the school. This willingness of promoting the school creates emotional link between teachers and the school which ultimately inspires teachers to seek ways to enhance teaching profession and establish an effective learning environment to allow students to reach their targets. Commitment to teaching is a crucial factor to contribute to the achievement of students. This study explores the role of teacher commitment in student achievement.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Committed educators are competent to offer learners new teaching techniques that result in greater success (Altun, 2017).”
From Teachers' Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being (2022) · cites this paper as Altun, 2017
Citations
Cited by
Teachers' Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being
Shu, K. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.850204 · Cited by 105
Metadata
- Authors
- Altun, M.
- Corresponding author
- Mustafa Altun
- Venue
- International Journal of Social Sciences & Educational Studies
- Publisher
- Tishk International University
- Published
- 2017
- Volume
- 3
- Issue
- 3
- ISSN
- 2409-1294 (ISSN-L)
- 2520-0968
- OpenAlex
- W2605627552
- Cited by
- 53
- References
- 0
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 4 · 2023: 10 · 2022: 14 · 2021: 8 · 2020: 6 · 2019: 1
- FWCI
- 6.28
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc
- Locations
- International Journal of Social Sciences and Educational Studies (publishedVersion, cc-by-nc)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › School Leadership and Teacher Performance
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Keywords
- teacher commitment, academic performance, teacher-student relationship, learning environment, teaching profession, school participation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
