Organizational Commitment and its Relationship to Perceived Leadership Style in an Islamic School in a Large Urban Centre in Canada: Teachers' Perspectives
Why this work is in the frame
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Bibliographic record
Abstract
Drawing on a theoretical orientation based on the moral perspective which maintains that the relationship between the leader and the followers is not one of power, but of sharing mutual needs, aspirations and values. This empirical mixed-method study focused on understanding the professional lives of teachers, particularly their organizational commitment in relation to the principal’s leadership style, in an Islamic School located in a large urban centre in Canada. Data were gathered using (a) individual semi-structured interviews with teachers and the principal of the school, (b) adaptations of Bass and Avolio’s Multifactor Leadership Questionnaire (1996), and (c) an adaptation of Meyer and Smith’s Organizational Commitment Questionnaire (1993). The findings from this study suggest a high level of teachers’ overall organizational commitment existed in the study site. Furthermore, it appears that it is more appropriate to consider the affective, continuance and normative manifestations of organizational commitment as components rather than types of organizational commitment.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it