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Relevant bibliographies by topics / Professional commitment

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Academic literature on the topic 'Professional commitment'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 May 2024

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Journal articles on the topic "Professional commitment"

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Mufitha, Mohamed Buhari, Su Teng Lee, and Chen Chen Yong. "Is Professional Commitment The Reason For Turnover Intentions of IT Professionals?" ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL 5, no. 1 (June 30, 2019): 124. http://dx.doi.org/10.24191/abrij.v5i1.9998.

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Compared to others, professionals share distinguish workplace characteristics: one such is the high commitment to the professions over to working organizations. Information Technology (IT) professionals demonstrate higher turnover rates compared to others: their commitments to the profession has been suspected as a source of turnover. Considering their job satisfactions the present study aimed to investigate the influence of professional commitment on IT professionals’ turnover intentions. Data were collected from a sample of software engineers from Sri Lank using a survey questionnaire. The results of the structural equation model analysis concluded that professional commitment weakens IT professionals’ turnover intentions, which is partially mediated by job satisfaction. Professional commitment stimulates IT professionals’ job satisfaction. The findings challenge the presumption that IT professionals leave their organizations due to high commitments to the profession. Few factors were identified as significant in their job satisfactions: supervision, co-workers and work design. Pay and promotions were the least influencing job satisfaction factors. Managers may employ few strategies in their retention strategies: facilitate professional advancement needs within organizations, closely monitor supervision activities occurs and provide challenging and meaningful jobs. The study contributes to the turnover literature through empirical evidence on the influence of professional commitment on knowledge workers’ turnover intentions.

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Vos, Theresa. "PROFESSIONAL COMMITMENT." Gastroenterology Nursing 32, no. 4 (July 2009): 240–41. http://dx.doi.org/10.1097/sga.0b013e3181b7f954.

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Gauthier, Peggy. "PROFESSIONAL COMMITMENT." Gastroenterology Nursing 34, no. 2 (2011): 88–90. http://dx.doi.org/10.1097/sga.0b013e318214034a.

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Caron, Marie-Andrée, and Anne Fortin. "Accountants' construction of CSR competencies and commitment." Sustainability Accounting, Management and Policy Journal 5, no. 2 (May 6, 2014): 172–96. http://dx.doi.org/10.1108/sampj-03-2013-0013.

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Purpose – The article's main purpose is to investigate the relationship between organizational and professional commitment and accountants' construction of corporate social responsibility (CSR) competencies. Design/methodology/approach – A survey of accounting professionals in Canada (chief financial officers/finance directors) was conducted to ask them about their organization's CSR position, their openness to CSR, involvement in related activities, the codified knowledge they use and their organizational and professional commitment. Findings – The results show the dominance of normative commitment to the profession or organization and its relationship with professional CSR training. Professional CSR training and organizational and other CSR training activities are also related to the professional's openness to CSR. Research limitations/implications – The study's main limitation is the small number of participants. Future research is needed to investigate the conditions under which normative commitment is developed. Practical implications – The results make a practical contribution by suggesting that organizations seeking to involve accounting professionals in CSR activities might want to consider encouraging them to get CSR training using professional resources because of its link to both forms of normative commitment. Further, the findings indicate that the profession could integrate CSR issues more extensively in its accreditation process to enhance its role as a resource provider in the construction of accountants' CSR competencies. Originality/value – To the authors' knowledge, the study is the first one to investigate the relationship between organizational and professional commitment and accountants' construction of CSR competencies.

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Singh, Ajay, and Bindu Gupta. "Job involvement, organizational commitment, professional commitment, and team commitment." Benchmarking: An International Journal 22, no. 6 (August 3, 2015): 1192–211. http://dx.doi.org/10.1108/bij-01-2014-0007.

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Purpose – The purpose of this paper is to examine the relationship among job involvement, organizational commitment, team commitment and professional commitment and to explore generational differences for these variables. Design/methodology/approach – It used structured questionnaire survey approach for which data were collected from 477 full-time employees of 13 organizations from diverse sectors in India. Respondents were categorized into four generational cohorts following the classification reported in Robbins et al. (2011). Findings – The findings of the study indicated that professional commitment is negatively related with job involvement, affective organizational commitment, normative organizational commitment, and team commitment. Job involvement, affective and normative organizational commitment, and team commitment were positively correlated. Differences were observed among Generation Y, Generation X, Liberals, and Socialist for job involvement, affective organizational commitment, normative organizational commitment, professional commitment, and team commitment. Generation Y, for example, was found high in professional commitment, while Socialist were found higher on affective organizational commitment compared to other generations. Practical implications – Findings suggests that there is a decrease in job involvement, affective organizational commitment, normative organizational commitment, and increase in professional commitment in young generations. Organizations need to take consideration this while designing the HR policies for employees’ engagement. Originality/value – The contribution of the study lies in examining the employees’ attitude to different dimensions of work life and differences among Indian generations.

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Li, Nan. "Relationship between Professional Commitment and Subjective Well-being of College Students." BCP Education & Psychology 3 (November 2, 2021): 1–12. http://dx.doi.org/10.54691/bcpep.v3i.2.

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In order to explore the specific influence mechanism of professional commitment on subjective Well-being, this paper makes a research questionnaire based on professional commitment scale, subjective Well-being scale, academic Self-efficacy scale and social support scale, and surveys 356 college students nationwide. The obtained data are analyzed empirically using SPSS22.0 and Amos22.0. The results show that: (1) Professional commitment and academic Self-efficacy can positively predict subjective Well-being; (2) Academic Self-efficacy has a partial mediating effect on the relationship between professional commitment and subjective Well-being; (3) The moderating effect of social support occurs in the direct path of professional commitment’s influence on subjective Well-being and the indirect path of professional commitment’s influence on academic Self-efficacy. By constructing a moderated mediation model, this study reveals the mechanism of professional commitment on subjective Well-being, and provides reference for analyzing, predicting, shaping and correcting college students’ cognition and behavior, as well as helping to solve their psychological problems.

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Bakotić, Danica. "ORGANIZATIONAL AND PROFESSIONAL COMMITMENT: EVIDENCE FROM CROATIA." Ekonomska misao i praksa 30, no. 2 (December 2021): 419–38. http://dx.doi.org/10.17818/emip/2021/2.5.

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The aim of this study was to explore organizational and professional commitment among Croatian employees, as well as to find out whether there were any differences in those commitments regarding employees’ demographic characteristics. The empirical research was conducted online in January 2021. The questionnaire was distributed online using convenience sampling method, which is a non-probability sampling method that involves participants from population who are available to participate in the study. The number of participants was 153. Research results indicated that respondents were slightly more professionally than organizationally committed. By observing each organizational and professional commitment dimension, research results showed that the level of professional affective commitment stood out, while the level of normative commitment, both organizational and professional, was the lowest. Additionally, research results showed that there were no statistically significant differences in the mean value of organizational commitment as well as of professional commitment regarding any of the respondents’ demographic characteristics (gender, age, tenure in the organization, education and marital status).

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Perez, Derrie Roark. "Professional Commitment and Leadership." Community & Junior College Libraries 12, no. 2 (September 27, 2004): 3–5. http://dx.doi.org/10.1300/j107v12n02_02.

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Cho, Vincent, and Xu Huang. "Professional commitment, organizational commitment, and the intention to leave for professional advancement." Information Technology & People 25, no. 1 (February 24, 2012): 31–54. http://dx.doi.org/10.1108/09593841211204335.

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Kalashnikov, A. I., and S. A. Minyurova. "Professional Commitment and Professional Marginalism in Teachers." Психологическая наука и образование 22, no. 5 (2017): 5–13. http://dx.doi.org/10.17759/pse.2017220501.

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The article reviews teachers' attitudes towards the teaching profession which can be expressed both in professional commitment and in professional marginalism. The dominance of professional marginalism could affect destructively the students as well as the teacher’s personality, hence the issues related to the content of personal position of a marginal and the rate of marginalism among teachers. It was suggested that marginalism could be revealed in the study of professional commitment. The study involved 81 teachers of Sverdlovsk secondary schools aged 21—60 years with work experience ranging from 1 month to 39 years. The Professional Commitment Questionnaire was used as the study technique. The results showed that negative emotional attitude towards the profession and reluctance to leave the profession were grouped as a separate factor. The dispersion factor was 12,5%. The factor loadings ranged from 0.42 to 0.84. The study proved that professional marginalism in teachers includes dissatisfaction with work, feelings of resentment against profession and an unwillingness to leave the profession.

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Dissertations / Theses on the topic "Professional commitment"

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Roberts, Jordan Rachel Simeon. "Job satisfaction, organisational commitment, professional commitment and turnover intentions among information technology professionals /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SPS/09spsr6454.pdf.

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Thomas, Julia Jane. "Professional commitment to advertising the relationship between advertising education and professional commitment /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0009001.

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Mokonyane, Priscilla Onkgodisitse. "The professional commitment of actuaries." Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30321.

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This study examines the nature and outcomes of the professional commitment of actuaries. The affective and continuance levels of professional commitment among actuaries are high. Overall, actuaries are more committed to their profession than to their employing organisations. Actuaries who have a high affective commitment to their profession and/or professional association are likely to have become involved in their profession recently and intend to remain in the profession for the foreseeable future. The overall professional-organisational conflict level for actuaries is very low. The outcomes of an increased professional organisational conflict are seen in an increased intention to leave the profession and/or professional association. Findings of this study have implications for the actuarial profession, employers of actuaries and the actuarial professional associations.

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Quarles, Ross. "Professional Commitment, Organizational Commitment, and Organizational-Professional Conflict in the Internal Audit Function Model: Development and Test." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331961/.

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This dissertation is a descriptive, exploratory examination of professional commitment, organizational commitment, and conflict between those commitments in the internal audit profession. That conflict has been suggested in prior studies as the source of dysfunctional outcomes such as increased role stress, high turnover, decreased job satisfaction, and the exercise of improper judgment leading to audit failures. The descriptive aspect of this study deals with the development of a more comprehensive structural model of the factors and relationships involved in commitment and conflict than has been developed by previous research dealing with accountants. The exploratory aspect deals with the testing and refinement of the developed model utilizing the internal audit profession as the field of examination. The model developed in this study is derived from the synthesis of factors suggested by role theory, the concept of side bets, the cosmopolitan-local construct, and the concept of commitment as a process. This research utilizes a questionnaire administered to 205 practicing internal auditors in order to test 30 hypothesized relationships. Path analysis is used to determine the significant direct relationships between variables with a process of theory trimming being conducted in order to produce more parsimonious structural models. Indirect relationships between significant variables are identified and their redundant or suppressive nature determined. Explanations of these suppressive or redundant relationships are provided based on the theoretical considerations identified above. Such a determination and explanation of the redundant and suppressive indirect relationships involved in the commitment-conflict relationship has not been accomplished in earlier studies of the subject. Although the procedures used here do not support causal conclusions, the findings of this study indirectly provide evidence that conflict between the two commitments in the internal audit area is not to be considered inherent. The findings also suggest a possible undesirable relationship between organizational formalization and professional commitment.

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Parry, Julianne Mary, and j. m. parry@cqu edu au. "The Effect of Workplace Exposure on Professional Commitment: A Longitudinal Study of Nursing Professionals." Central Queensland University, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070524.133840.

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The behaviour of employees is increasingly being recognised as the critical factor in achievement of organisational effectiveness. Therefore, the need to address inefficiencies that are derived from the organisation-employee relationship is being recognised as important to organisational success. For many years the concept of organisational commitment provided the means to develop theory in relation to organisation-employee relationships. More recently, however, other types of workrelated commitments have been identified as having importance to the organisationemployee relationship. In the contemporary political-economic context, professionals are increasingly becoming employees of organisations which operate according to market or quasi-market principles. There are some fundamental differences between professional occupations and non-professional occupations. These differences may have consequences for the relationship between professional employees and their employing organisation. The differences may also have consequences for other workrelated outcomes for professional employees in ways that are different from the work-related outcomes of non-professional employees. Importantly, for professional employees commitment to the profession is developed during the pre-workplace entry educational experiences and may have consequences for the retention of professional employees within organisations, as well as retention within the profession. Therefore, the commitment of professional employees to their occupation may be both an antecedent to and a consequence of other work-related outcomes. However, to date, professional commitment has not been studied from a developmental perspective and the effect of workplace exposure on professional commitment is not understood. This thesis reports the findings of a study in which a theoretical model of the relationship between professional commitment prior to workplace entry and professional turnover intention was evaluated using path analysis. The relationships included in the model were between commitment to the profession as both an antecedent to, and a consequence of organisational-professional conflict, job satisfaction and organisational commitment, as well as the relationship that each of these variables may have to organisational turnover intention and professional turnover intention. A repeated measures design was used with a sample of nursing professionals. Professional commitment before entry to the workplace was measured, and after a period of workplace exposure, professional commitment was again measured, as well as the other work-related outcomes identified in the model. The Blau (2003) occupational commitment measure was used to measure the pre-and-post workplace entry levels of professional commitment. The thesis also examined the factor structure of the Blau (2003) occupational commitment measure. The results of the model evaluation indicated that it is a plausible model of the identified relationships. Examination of the factor structure of the Blau (2003) occupational commitment measure indicated that it is best represented by five rather than four components. This research found that professional commitment was quite stable in the initial period of workplace exposure. The research findings also indicated that the relationship between professional commitment and organisational commitment was mediated by job satisfaction and that organisational-professional conflict and job satisfaction were directly related to organisational commitment. The research found that job satisfaction and professional commitment after a period of workplace exposure were related to organisational turnover intention, but that organisational commitment was not. The final major research finding was that organisational turnover intention was the only workplace variable in the model that was directly related to professional turnover intention. This research has contributed to the organisational behaviour literature through the development and initial evaluation of a model of the relationship between professional commitment prior to workplace entry and professional turnover intention. The results of the model suggested that when organisations provide professional employees with workplace experiences that are professionally, as well as personally satisfying, they promote retention of professional employees with their own organisation, as well as retention of professionals within the profession. This research recommends that for organisations that employ professionals, the model of the organisation-professional employee relationship that is likely to promote the retention of professional employees both within the organisation and within the profession, is a partnership model. Conflict resolution principles are recommended to inform the partnership model of the organisation-professional employee relationship. In addition, the empowering leadership style is recommended for organisations that employ professionals, because it is better matched to the employment mode and characteristics of professional employees.

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Kadyschuk, Ronald. "Teacher commitment, a study of the organizational commitment, professional commitment, and union commitment of teachers in public schools in Saskatchewan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23977.pdf.

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Mohyin, Nur. "Managing commitment in small construction professional services firms." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/9092.

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Small construction professional services (CPS) firms are recognised as being vitally important to the UK construction industry as much of the professional capacity of the sector resides within these small practices. They rely on the capabilities of small groups of professional employees in delivering their services and so need to ensure their commitment to achieving organisational objectives. Clearly, human resource management (HRM) strategies have a major role to play in managing employee commitment, and yet such strategies have received little attention within the construction management literature. This study investigates the nature of construction professionals commitment within small CPS firms and to develop HRM interventions that foster organisational commitment in small CPS firms. The study adopts qualitative approach to enable gathering of rich data that come directly from the participants involved in the phenomenon. Exploratory interviews with managers of small CPS firms conducted in the early phase of the research helped to identify some of the key strategies and operational challenges related to the management of commitment. Following this, the main data was collected through conducting two in-depth case studies, which included one small quantity surveying practice in the East Midlands, UK, and one small multi-disciplinary practice in the West Midlands, UK. The case studies involve in-depth interviews involving the employer and employees, participation observation and document analysis at the main office of both organisations. Together, these data helped to unravel the nature of the employment relationship within such firms and also to gain a better understanding of how professional employees express their commitment. The findings reveal that professional employees commitment is influenced by a complex range of factors, but that five main HRM levers have a particular influence within such firms. These relate to job design, performance and career management, training and development, reward management and employee involvement. It is clear that a range of factors impinge on the abilities of employers to enact effective HRM strategies. In particular the recent economic crisis and personal problems have both been cited as the main challenges by the employer and employees of both organisations. It highlights the significant importance of managing organisational commitment much more effectively, regardless of the economic climate. Based on the research results a framework for managing professional commitment was developed and validated within a range of small CPS firms. The framework presents a holistic way of accounting for all the issues that influence the development and maintenance of organisational commitment within small CPS firms. Such knowledge is essential to the management of small CPS firms for achieving meaningful improvement in their approach to foster organisational commitment. The key recommendations for the management of small CPS firms is to make sure that every aspect of the job meets the professional employees expectations as well as project requirements and organisational objectives. This includes improving communication by utilising both formal and informal medium of communication, rewarding employees with both monetary and non-monetary rewards and developing employees by providing both on-the-job training and off-the job training. All these HRM practices need to be effectively linked and managed appropriately to collectively foster commitment. In conclusion, the complex nature of organisational commitment raised the importance for the management of small CPS firms to have a structured approach in managing their employees commitment.

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Swailes, Stephen. "Organisational commitment of professional employees : measurement and interaction effects." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/7832.

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This thesis presents an exploratory study into the nature of organisational commitment among professional employees. This thesis argues that the classic definition of commitment (Mowday, Porter and Steers, 1982) has been superseded by a reshaped psychological contract that affects the employment relationship in post-industrial society. Following exploratory, qualitative research organisational commitment was conceptualised as a multi-dimensional construct involving the congruence of individual and organisational goals, effort directed at goal achievement and innovation in the work place. A Behavioural Commitment Scale was developed and construct validity was examined through a cross sectional, quantitative survey of 329 pharmaceutical chemists, 166 public sector accountants and 138 private sector accountants. Social exchange theory is used to contextualise a study of how behavioural commitment is related to professionalism, perceived organisational support and social exchange disposition. Confirmatory factor analysis supported the three-dimensional structure of the Behavioural Commitment Scale. Multiple moderated regression revealed that the influence of situational variables upon interaction effects was greater than the nature of the profession. Union membership, low tenure, and prior involuntary job change all influenced positive interactions between perceived support and exchange. Professionalism moderated the effect of social exchange on commitment. Feelings of inability to leave the organisation and job insecurity in the late career stage both interact negatively with professionalism to have detrimental affects upon behavioural commitment. The implications for human resource management include: recognition of the influence that competing commitments have upon employees and the potential for judicious use of support; and, maintaining commitment in climates of job insecurity and job immobility. Suggestions for further research are given.

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Eales, Carole A. "Occupational stress amongst physiotherapists working within a National Health Service environment." Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287353.

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Rashid, Amir. "Characterising and understanding the professional and organisational commitment of community pharmacists." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/characterising-and-understanding-the-professional-and-organisational-commitment-of-community-pharmacists(40992b1d-4e95-42ed-9c31-a2f1a57a1a9d).html.

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Community-pharmacy is in a state of flux with a series of significant recent changes including the Community-pharmacy Contract, the reconstitution of the RPSGB and the General Pharmaceutical Council. There are also socio-cultural changes such as greater numbers of women in the profession, and an increase in pharmacists reducing their hours of work. The latter comes at a time when workload/roles are expanding and diversifying, leading to potential scenarios in which there are shortfalls between the hours worked and workload demands. This will have an impact on community pharmacists, but its magnitude may be dependent on how they are professionally and organisationally committed. Whilst there has been some promising commitment research in the USA, little research has been published in GB. However, multidimensional models of commitment have been researched extensively in other professions.A programme of research was developed and conducted to characterise and understand the role of professional and organisational commitment in community-pharmacy in GB using the Three-Component Model of commitment (TCM). Various methods were used to answer the research questions including focus-groups to assess qualitatively the contextual appropriateness of the constructs (stage 1.1), and cognitive-interviews to assess construct validity (stage 1.2). Stage 2 consisted of a large survey study, which examined the psychometric validity of the measurement scales as well as salient a-priori theoretical relationships found in both community pharmacy in GB and other professional contexts. A total of 32 participants were recruited for stage one and 713 community-pharmacists participated in stage two. Ethical approval was attained from the University of Manchester Ethics Committee for both stages one and two.The research found that beyond the affective facets of professional and organisational commitment both normative and continuance facets made significant, unique and yet varied contributions to the influence of both withdrawal-behaviours and work-performance behaviours in the community pharmacy population in GB. However, the levels and strengths of the different facets of professional and organisational commitment also appeared to differ amongst the different subgroups in community pharmacists in GB. For example, independent/small-chain pharmacists exhibited significantly higher levels of affective and normative organisational commitment and significantly lower levels of organisational withdrawal behaviours compared to large-multiple pharmacists. The implications of these and other differences were highlighted and recommendations made salient to the profession and community pharmacy organisations about how the levels of the different facets of commitment may be managed to foster greater work-performance behaviours and mitigate the different withdrawal behaviours.

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Books on the topic "Professional commitment"

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Zin, Razali Mat. Participation and commitment among Malaysian professionals. Bangi: Penerbit Universiti Kebangsaan Malaysia, 1998.

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1948-, Smith Michael D., ed. The professional commitment: Issues and ethics in nursing. Philadelphia: Saunders, 1987.

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SueEllen, Pinkerton, and Schroeder Patricia S, eds. Commitment to excellence: Developing a professional nursing staff. Rockville, Md: Aspen Publishers, 1988.

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Ingersoll, Richard M. Teacher professionalization and teacher commitment: A multilevel analysis. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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Travailler sans les autres? Paris: Editions du Seuil, 2009.

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Linhart, Danièle. Travailler sans les autres? Paris: Editions du Seuil, 2009.

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Nabeel, Alsalam, and National Center for Education Statistics., eds. Teacher professionalization and teacher commitment: A multilevel analysis, SASS. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Hovekamp, Tina Maragou. Unions and work attitudes: Job satisfaction, work values, and organizational commitment of professional librarians. Ann Arbor, Mich: University Microfilms International, 1993.

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Symposium on Nursing Faculty Practice (3rd 1986 Clearwater, Fla.). Translating commitment to reality: Papers presented at the Third Annual Symposium on Nursing Faculty Practice. Edited by Feetham Suzanne, Malasanos Lois 1928-, and American Academy of Nursing. Kansas City, Mo: The Academy, 1986.

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Stover, Robert V. Making it and breaking it: The fate of public interest commitment during law school. Urbana: University of Illinois Press, 1989.

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Book chapters on the topic "Professional commitment"

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Epple, Moritz, and Volker R. Remmert. "Professional Commitment." In Transcending Tradition, 158–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-22464-5_10.

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Steele, Danny. "Making the Professional Commitment." In The Total Teacher, 44–58. New York: Eye on Education, 2021. http://dx.doi.org/10.4324/9781003108566-6.

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Pearson, Geraldine S. "Conflict of Commitment." In Encyclopedia of Business and Professional Ethics, 1–3. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-23514-1_1207-1.

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Pearson, Geraldine S. "Conflict of Commitment." In Encyclopedia of Business and Professional Ethics, 372–74. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-22767-8_1207.

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Porter, Gordon L., and Déirdre Smith. "Commitment to Inclusion." In Exploring Inclusive Educational Practices Through Professional Inquiry, 31–69. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-558-1_3.

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Beckmann, Christof, Katja Maar, and Mark Schroedter. "Vom Professional Commitment zur Corporate Identity?" In Empirische Forschung und Soziale Arbeit, 77–95. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-92708-4_5.

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Koskialho, Johanna, Jarno Einolander, and Hannu Vanharanta. "Commitment and Motivation in Professional Organization." In Advances in Human Factors, Business Management, Training and Education, 47–58. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_5.

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Banks, Sarah. "Professional Integrity: From Conformity to Commitment." In Rethinking Values and Ethics in Social Work, 49–63. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-45503-1_4.

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Holland, Melissa L., Stephen E. Brock, Taylor Oren, and Maciel van Eckhardt. "Commitment: Values and Professional Goal Setting." In Burnout and Trauma Related Employment Stress, 69–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83492-0_5.

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Moore, Steven D., Don Haviland, Allison Whitmer, and Jenny Brady. "CoastLines: Commitment, Comfort, Competence, Empowerment, and Relevance in Professional Development." In Teaching Science and Investigating Environmental Issues with Geospatial Technology, 99–117. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-90-481-3931-6_7.

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Conference papers on the topic "Professional commitment"

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Hasanati, Nida. "The Role of Work Life Quality towards Teacherrs Professional Commitment." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.180.

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Novikova, O. V. "The Role Of Organizational Commitment Of Teachers In Professional Culture." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.103.

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Susanto, Ratnawati, Noni Agustina, Rilla Gantino, and Ainur Rosyid. "Lecturers’ Professionality towards Pre-service Teachers’ Perception and Professional Commitment." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009951227132720.

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Simmons, Denise R., Josh Iorio, John E. Taylor, and Dan Li. "Professional Progression, Company Commitment, and Project Choice: An Empirical Investigation into Professional Staff Values in Construction." In Construction Research Congress 2018. Reston, VA: American Society of Civil Engineers, 2018. http://dx.doi.org/10.1061/9780784481271.055.

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Hidayat, Nandang, Yuyun Patras, Ikhsan Ikhsan, and Andri Wardani. "Strategies for Increasing Professional Commitment of Private Vocational High School Teachers." In Proceedings of the 2nd International Conference of Multidisciplinary Studies, ICMS 2023, 12 July 2023, Semarang, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.12-7-2023.2341148.

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Tian, Jinmei, Yimin Wu, and Wene Qi. "Influencing Factors of Professional Commitment of Students Enrolled in Broad Categories." In Proceedings of the 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceiss-18.2018.1.

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Nidergaus, Elena. "UNIVERSITY TEACHERS’ PROFESSIONAL COMMITMENT IN THE CONDITIONS OF INSTITUTIONAL CHANGES IN ACADEMIA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0602.

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Amalia, Khairani, Mezia Heldi, Muhammad Irlan, and Deni Darmawati. "The Effect of Violation, Personal Costs, and Professional Commitment on Whistleblowing Intention." In Proceedings of the First Lekantara Annual Conference on Public Administration, Literature, Social Sciences, Humanities, and Education, LePALISSHE 2021, August 3, 2021, Malang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.3-8-2021.2315142.

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Velics, Gabriella. "COMMUNITY BUILDING ACTIVITIES IN HIGHER EDUCATION DURING EARLY TIMES OF COVID-19 – A CASE STUDY FROM HUNGARY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end017.

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"After the challenges and experiences of the first semester of home education during Covid-19 pandemic, the Szombathely Institute of Eötvös Loránd University Faculty of Education and Psychology has developed a new initiative, which serves both to prepare BA students of community coordination for their professional career as well as the joint operation and strengthening of the student-teacher community in digital education via extra-curricular activities. This is how the Community Assembly Workshop programme series has been created at the Institute of Pedagogy and Psychology including eight-eight programmes in the 2020/21 and 2021/22 academic years with the involvement of students on the basis of learning by doing principle. All phases of the work were carried out by the students, with background information, professional support and guidance provided by the instructor. The paper is based on the results of a survey and SPSS analysis conducted in May 2021. All students of the two grades participating in the project implementation answered the questions. The aim of the research was to assess the development of students ’professional competence, motivation, and ideas about professional perspectives in the future. The results are relevant for the year 2020/2021 academic year which can be described as early times of Covid-19 with restrictions in all segments of life. The results show that, in addition to the predominance of individual work as a starting point, students lack significant trust in both themselves and their peers, commitment to the profession is also weak. The organizational and implementation tasks of the Community Assembly Workshop programmes have developed students ’competencies in several areas. According to the results, the work carried out during the project is suitable for increasing skills in terms of teamwork, trust in peers, commitment to peers, responsibility, stress tolerance and creativity as well as precision. Critical thinking is reinforced by the review of university rules and the role of moderators taken in conversations. Creativity can be strengthened along with logically expected graphic and playful tasks with process design as well as writing articles. All the subtasks done individually (moderator) or where the feedback from peers brought the result of satisfaction: e.g. writing articles, taking and publishing photos and videos can be considered as a self-confidence booster. The change in the commitment to the profession cannot be tied to a subtask significantly, as it is visibly strengthened by planning the processes and the work carried out during the whole semester. In terms of the development of the BA programme of community coordination, the result of the initiative is that after only half a year of work, the students’ commitment to the profession has increased by 70%. The work continues in 2021/2022 academic year."

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Leo Handoko, Bambang, Gen Norman Thomas, and Ameliya Rosita. "How Supervision Able to Moderate Professional Commitment and Motivation on Auditor Work Performance." In ICETT 2021: 2021 7th International Conference on Education and Training Technologies. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3463531.3463553.

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Reports on the topic "Professional commitment"

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Hall, Tammy. Determinants of elite athletes' commitment to sport : examination of the sport commitment model in the professional sport domain. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5434.

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Evans, Mary. A Structural Model and Test of the Antecedents and Outcomes of Organizational and Professional Commitment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1377.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.

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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.

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Brown, Kathy-Ann. Services Regulation in the Caribbean: Professional Services. Inter-American Development Bank, April 2013. http://dx.doi.org/10.18235/0009160.

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CARIFORUM States have generally taken a cautious approach in adopting commitments under the Economic Partnership Agreement by having them reflect their World Trade Organization commitments, excluding sensitive subsectors, and inscribing broad horizontal reservations. This report assesses the regulatory framework for trade and investment in five areas - horizontal measures, information and communications technologies, transport services, professional services, and tourism services in Barbados, Belize, Guyana, Jamaica, and Trinidad and Tobago under the CARIFORUM - European Union Economic Partnership Agreement. The analysis concludes that of the five areas reviewed, adjustments are recommended principally to legislation covering information and communications technologies, professional services, and transport services.

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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.

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Pimenta, Carla. Analysis of the Relationship between Performance and Commitment in Health Professionals: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2023. http://dx.doi.org/10.37766/inplasy2023.8.0087.

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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Deal, Jennifer, Kristin Cullen, Sarah Stawiski, William Gentry, and Marian Ruderman. World Leadership Survey Biannual Report on Employee Commitment and Engagement 2013–2014. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2048.

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" From the Executive Summary: ""The purpose of the World Leadership Survey (WLS) is to provide a window into how professionals, managers, and executives view their life within the organization. This view of the employee experience will help leaders of organizations understand what employees experience, and what the organization can do to improve commitment and reduce turnover. The good news for organizations in the United States and Canada (the sample for this report) is that respondents are mostly committed to their organizations, satisfied with their jobs and their pay, work more than the typical 40-hour workweek, and do not currently intend to leave their jobs. The professionals, managers, and executives surveyed feel supported by their organization and by their direct supervisor, and think that their organizations are economically stable. Unfortunately they also feel overloaded, with their work disproportionately interfering with the rest of life, and that there is a high level of political behavior within their organization. Both overload and overt political behavior can reduce individual and organizational effectiveness. This report describes the current employee experience, and what organizations can focus on to maintain and improve commitment and engagement."

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Brown, Kathy-Ann. Services Regulation in the Caribbean: Tourism Services. Inter-American Development Bank, April 2013. http://dx.doi.org/10.18235/0009161.

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CARIFORUM States have generally taken a cautious approach in adopting commitments under the Economic Partnership Agreement by having them reflect their World Trade Organization commitments, excluding sensitive subsectors, and inscribing broad horizontal reservations. This report assesses the regulatory framework for trade and investment in five areas - horizontal measures, information and communications technologies, transport services, professional services, and tourism services in Barbados, Belize, Guyana, Jamaica, and Trinidad and Tobago under the CARIFORUM - European Union Economic Partnership Agreement. The analysis concludes that of the five areas reviewed, adjustments are recommended principally to legislation covering information and communications technologies, professional services, and transport services.

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