Teacher organizational commitment in educational institutions: a systematic review
Compromiso organizacional docente en instituciones educativas: una revisión sistemáticaArticle Sidebar
Main Article Content
Background: Teacher organizational commitment (TOC) constitutes a psychological bond between educators and their institutions, resulting from the interplay of personal, professional, and contextual factors. This construct significantly influences instructional quality, talent retention, and the achievement of institutional goals across diverse educational levels. Objective: To analyze the scientific evidence regarding teacher organizational commitment in educational institutions. Methods: A PRISMA-compliant systematic review was conducted searching Scopus and Web of Science databases. Twenty-eight original studies met the inclusion criteria. Results: Findings indicate that transformational leadership, a positive organizational climate, psychological well-being, professional identity, and teacher empowerment are the primary predictors of TOC. Methodologically, quantitative designs employing structural equation modeling (SEM) predominate, particularly in Asian and Latin American contexts. Three interconnected components were identified, affective, normative, and continuance, with the affective dimension being the most prevalent across the literature. Conclusion: Teacher organizational commitment is a multifactorial phenomenon requiring integrated management approaches that prioritize workplace climate, professional recognition, and psychological well-being within educational institutions.
Contexto: el compromiso organizacional docente representa un vínculo psicológico entre el profesorado y su institución educativa, consecuencia de la interacción entre factores personales, laborales y contextuales. Este constructo condiciona la calidad de la enseñanza, la retención del talento y el logro de los objetivos institucionales en distintos niveles educativos del sistema escolar. Objetivo: analizar las evidencias científicas sobre el compromiso organizacional del docente en instituciones educativas. Metodología: se realizó una revisión sistemática basada en el método PRISMA 2020. Se consultaron las bases Scopus y Web of Science. Se seleccionaron 28 estudios originales. Resultados: los estudios sistematizados evidencian que el liderazgo transformacional, el clima organizacional positivo, el bienestar psicológico, la identidad profesional y el empoderamiento docente constituyen los principales predictores del compromiso organizacional del profesorado. Predominan los diseños cuantitativos con modelado de ecuaciones estructurales, aplicados en contextos asiáticos y latinoamericanos. Se identificaron tres componentes interconectados: afectivo, normativo y de continuidad, con primacía del componente afectivo en la mayoría de los estudios. Conclusión: el compromiso organizacional docente posee carácter multifactorial y requiere enfoques que vinculen gestión del clima laboral, reconocimiento profesional y desarrollo del bienestar psicológico del profesorado en las instituciones educativas.
Downloads
Article Details
Alonzo, D., Sheridan, L., Zhou, S., Nguyen, H. T. M., Gao, X. y Durksen, T. L. (2025). Teachers' engagement and occupational commitment in a centralised education system. Teaching and Teacher Education, 168, 105233. https://doi.org/10.1016/j.tate.2025.105233
Alvarado, M. A., Pachau, W. A., Farro, J. A. y Del Castillo, C. (2025). Perspectivas del compromiso organizacional de los docentes en la educación: un estudio sistemático. Impulso, Revista de Administración, 5(10), 333-350. https://doi.org/10.59659/impulso.v.5i10.120
Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Naji, G. M. A., Almaamari, Q. y Beshr, B. A. H. (2023). Impact of Teachers' Commitment to the Relationship between Transformational Leadership and Sustainable Teaching Performance. Sustainability, 15(5), 4620. https://doi.org/10.3390/su15054620
Arfan, Buchdadi, A. D. y Suparno (2024). The impact of self-efficacy on organizational commitment with the mediation of altruistic behavior in special school teachers. Pakistan Journal of Life and Social Sciences, 22(2), 9096-9102. https://doi.org/10.57239/PJLSS-2024-22.2.00689
Arifin, A., Ramly, M., Mursalim, Zakaria, J. y Malik, E. (2024). Analysis of Teacher Commitment, Motivation, and Satisfaction with School Culture and Performance of State High School Teachers in Baubau City. Revista de Gestão Social e Ambiental, 18(7), e06071. https://doi.org/10.24857/rgsa.v18n7-054
Bataineh, O. T., Mahasneh, A. M., Al-Zoubi, Z. H., Qablan, A. y Alkaabi, A. M. (2025). The relationship between teacher commitment, teacher self-efficacy, and work-related quality of life among science teachers. PLOS ONE, 20(7), e0326994. https://doi.org/10.1371/journal.pone.0326994
Bautista, C. J. y Baguio, J. (2026). Conveying outcome of school culture in relation to job commitment and satisfaction of teachers in public elementary schools. International Journal of Transformative Multidisciplinary Studies, 2(2), 85-93. https://doi.org/10.66074/de43fr21
Degef, M. B. y Kidane, B. Z. (2024). The influence of job satisfaction on organizational commitment of the academic staff in Ethiopian polytechnic colleges. Educational Planning, 31(4), 67-82. https://eric.ed.gov/?id=EJ1451048
Deng, Y., Yuan, W., Zhang, L. y Xie, Z. (2024). Profiles of attitudes toward inclusive education among Chinese in-service teachers: their relationships with demographic factors and organizational commitment. Frontiers in Psychology, 15, 1391862. https://doi.org/10.3389/fpsyg.2024.1391862
Habibi, A., Attar, R. W., Saudagar, F., Tomczyk, Ł., Hendra, R. y Alhazmi, A. H. (2025). Instructional leadership, self-efficacy, commitment and school climate on teachers' job satisfaction and performance: Asian context. Asian Education and Development Studies, 14(5), 1002-1021. https://doi.org/10.1108/aeds-11-2024-0262
Hernández, M. (2024). Cultura organizacional, satisfacción laboral y compromiso organizacional en los docentes de una universidad privada. Paidagogo, 6(2), 32-53. https://educas.com.pe/index.php/paidagogo/article/view/259
Hu, L., Zhao, Y., Hao, W. y Zhang, F. (2026). The impact of organizational commitment on the professional development of primary and secondary school physical education teachers: a moderated mediation model. Frontiers in Sports and Active Living, 8, 1791333. https://doi.org/10.3389/fspor.2026.1791333
Ibrahim, A. y Aljneibi, F. (2022). The influence of personal and work-related factors on teachers' commitment during educational change: A study on UAE public schools. Heliyon, 8(11), e11333. https://doi.org/10.1016/j.heliyon.2022.e11333
İncekara, S. y Şahin, A. (2026). Organizational happiness and its association with organizational commitment: A mixed-methods study among private school teachers in Türkiye. PLOS ONE, 21(5), e0348240. https://doi.org/10.1371/journal.pone.0348240
Kandemir, A. (2025). The mediating function of organizational commitment in the relationship between teachers' job satisfaction and principals' empowering leadership. Acta Psychologica, 260, 105715. https://doi.org/10.1016/j.actpsy.2025.105715
Kartiko, A., Wibowo, G. A., Gobel, L. V., Wijayanto, A. y Saputra, N. (2023). Improving Teacher Job Satisfaction Through Organizational Commitment and Organizational Citizenship Behavior in The Digitalization Era. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 8(2), 315-327. https://e-journal.uac.ac.id/index.php/nidhomulhaq/article/view/3960
Kim, S. y Lee, J. (2025). The mediating effect of teacher commitment in the relationship between burnout and role performance of early childhood teachers. Frontiers in Education, 9, 1474838. https://doi.org/10.3389/feduc.2024.1474838
Lien, H. Y. y Lai, H. C. (2024). The impact of the organisational commitment of teachers on work engagement: The mediating role of teaching efficacy. e-mentor, 5(107), 29-35. https://doi.org/10.15219/em107.1685
Limón, İ. (2022). Relationship between Empowering Leadership and Teachers' Job Performance: Organizational Commitment as Mediator. Journal of Theoretical Educational Sciences, 15(1), 16-41. https://doi.org/10.30831/akukeg.945201
Mahmutoğlu, C., Celep, C. y Kaya, A. (2025). The impact of school administrators' influence tactics on teachers' organizational commitment: the role of learning agility. Frontiers in Psychology, 16, 1549328. https://doi.org/10.3389/fpsyg.2025.1549328
Malaga, R. S. y Olenski, D. E. (2026). Perceived organizational support, psychological empowerment, and job satisfaction as key predictors of public school teacher performance. International Journal of Advanced and Applied Sciences, 13(1), 201-210. https://doi.org/10.21833/ijaas.2026.01.021
Malmström, M. y Öqvist, A. (2025). The role of self-efficacy, social support and motivation in teacher's leadership behavior. Social Psychology of Education, 28(1), 161. https://doi.org/10.1007/s11218-025-10124-7
Mamani, C., Chumpitaz, H. E., Espinoza, E. N., Espinoza, M. A. y Narvaez, T. (2025). Relación entre identidad profesional, compromiso organizacional y desempeño del docente peruano. Impulso, Revista de Administración, 5(10), 32-45. https://doi.org/10.59659/impulso.v.5i10.99
Manjarrez, N. N., Toala, E. J., Niaupari, A. L. y Ortega, V. A. (2026). Análisis del estrés laboral en docentes de nivel medio. Estudios y Perspectivas Revista Científica y Académica, 6(1), 6714-6731. https://doi.org/10.61384/r.c.a..v6i1.1660
Meyer, J. P. y Allen, N. J. (1991). A three-component model conceptualization of organizational commitment. Human Resource Management Review. 1. 61-89. https://doi.org/10.1016/1053-4822(91)90011-Z
Meyer, J. P., Allen, N. J. y Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538–551. https://doi.org/10.1037/0021-9010.78.4.538
Meza, B. I., Ibarra, L. E., Valenzuela, A. y Zuñiga, E. (2023). Clima laboral y compromiso organizacional en docentes de una institución de educación superior en Sonora. Revista de Investigación Académica sin Frontera, (40). https://doi.org/10.46589/rdiasf.vi40.582
Montaño, E. I., Zúñiga, E. y Jiménez, P. E. (2025). Dimensiones del compromiso organizacional en docentes de la Universidad Estatal de Sonora, México. Revista Enfoques, 9(34), 78-102. https://doi.org/10.33996/revistaenfoques.v9i34.199
Muñoz, G. A., Toala, R. D., González, M. y Félix, M. E. (2025). Unveiling the nexus of teacher commitment and job satisfaction: insights from Ecuador's educational landscape. BMC Psychology, 13, 134. https://doi.org/10.1186/s40359-025-02471-z
Nina, S. J. (2025). Comunicación interna y compromiso organizacional en docentes de una universidad estatal. Comuni@cción: Revista de Investigación en Comunicación y Desarrollo, 16(1), 19-31. https://doi.org/10.33595/2226-1478.16.1.1262
Olivera, K. L. T. (2025). Work climate and work commitment of teachers in integrated schools and their relationship to school performance: Basis for a professional development plan. AIDE Interdisciplinary Research Journal, 13(1), 285-313. https://doi.org/10.56648/aide-irj.v13i1.209
Otoya, C. C. y Chauca, M. H. (2025). Impacto de la satisfacción y el estrés laboral sobre el compromiso organizacional en docentes de colegios de Lima Sur. Propósitos y Representaciones, 13, e1910. https://doi.org/10.20511/pyr2025.v13.1910
Özkul, R. (2026). Context-based leadership and organizational culture in schools: the mediating roles of organizational commitment and job satisfaction. BMC Psychology, 14(1), 251. https://doi.org/10.1186/s40359-026-04163-8
Pan, Y. y Arguelles, R. (2024). The Impact of University Teachers' Organizational Commitment on Work Performance. Frontiers in Business, Economics and Management, 15(1), 84-88. https://doi.org/10.54097/h4h9hc54
Park, S. y Choi, S. (2025). Boosting novice teachers' retention intention: international evidence on the role of mentoring via job satisfaction and organizational commitment. Journal of Educational Administration, 63(6), 489-504. https://doi.org/10.1108/jea-04-2024-0108
Park, S., Mao, X. y Choi, S. (2025). Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment. Teaching and Teacher Education, 156, 104922. https://doi.org/10.1016/j.tate.2024.104922
Portilla, S. Z., Diaz, R. F., Romani, U. I. y Rivera, J. L. (2023). Una revisión sistemática acerca del liderazgo directivo y el clima organizacional en los docentes escolares. Chakiñan, Revista de Ciencias Sociales y Humanidades, (20), 228-241. https://doi.org/10.37135/chk.002.20.13
Prado, G. O. (2025). Felicidad en el trabajo y compromiso organizacional en docentes universitarios. Horizontes. Revista de Investigación en Ciencias de la Educación, 9(36), 223-233. https://doi.org/10.33996/revistahorizontes.v9i36.913
Rahman, M. H., Bolotio, R. y Napitupulu, D. (2025). The role of organizational commitment in improving teachers' job satisfaction in public high schools in Indonesia. International Journal of Advanced and Applied Sciences, 12(2), 62-71. https://doi.org/10.21833/ijaas.2025.02.007
Riza, M. F., Hutahayan, B. y Chong, H. Y. (2025). Fostering high-performing organizations in higher education: the effect of participative leadership, organizational culture, and innovation on organizational performance and commitment. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2448884
Rojas, C. G. (2023). Empowerment y compromiso organizacional en docentes del centro educativo San Francisco de Asís en Huaycán - Lima. TZHOECOEN, 15(2), 139-154. https://www.researchgate.net/publication/376743590_Empowerment_y_compromiso_organizacional_en_docentes_del_centro_educativo_san_francisco_de_asis_en_huaycan_-_lima
Saccaco, D. I. (2023). Clima organizacional y compromiso laboral de los docentes de una institución educativa privada de Ventanilla Callao, 2022. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 8230-8246. https://doi.org/10.37811/cl_rcm.v7i3.5952
Saldarriaga, O. L., Ledesma, M. J., Malpartida, J. N. y Díaz, J. R. (2022). Resiliencia docente en las escuelas públicas de Lima Metropolitana – Perú. Revista de Ciencias Sociales, 28(1), 261-274. https://doi.org/10.31876/rcs.v28i1.37690
Santiago, A. F., Nieto, E. A., Valverde, F. J., Zavaleta, F. M. y Moreno, J. E. (2025). Incidencia de la calidad de vida laboral en el compromiso organizacional de los docentes. Revista Tribunal, 5(13), 62-72. https://doi.org/10.59659/revistatribunal.v5i13.255
Sarkhosh, M., Pazuki, P. y Farrokh Eslamlou, N. (2025). English teachers' organizational commitment and job satisfaction: Can we avoid teacher burnout? MEXTESOL Journal, 49(4), 1-14. https://doi.org/10.61871/mj.v49n4-7
Shafiq, M. (2023). The relationship between teachers' sense of efficacy and organizational commitment at Colleges in Pakistan. e-mentor, 2(99), 31-38. https://doi.org/10.15219/em99.1609
Shao, Y., Jiang, W., Wang, N., Zhang, C. y Zhang, L. (2025). The impact of authentic leadership on the work engagement of primary and secondary school teachers: The serial mediation role of school climate and teacher efficacy. PLOS ONE, 20(5), e0320839. https://doi.org/10.1371/journal.pone.0320839
Shi, W. y Zheng, Y. (2025). Exploring the impact of sense of work gain on kindergarten teachers' work performance: the mediating role of organizational commitment and the moderating influence of supportive leadership. Frontiers in Psychology, 16, 1515054. https://doi.org/10.3389/fpsyg.2025.1515054
Tawa, A. B., Bafadal, I., Ulfatin, N. y Burhanuddin, B. (2024). Learning for children with special needs: the effect of visionary leadership and organizational commitment on teachers' performance. European Journal of Educational Research, 13(1), 131-144. https://doi.org/10.12973/eu-jer.13.1.131
Treviño, R. y López, J. F. (2022). Factores críticos en la satisfacción laboral, el compromiso organizacional y el agotamiento laboral (burnout) en docentes de México. Información Tecnológica, 33(2), 259-268. https://doi.org/10.4067/S0718-07642022000200259
Treviño, R. y Lopez, J. F. (2023). Job satisfaction, organizational commitment and burnout in teachers in Mexico. Journal of Technology and Science Education, 13(3), 788-806. https://doi.org/10.3926/jotse.1435
Trinidad, A. E. (2025). A Mixed-Methods Inquiry into Faculty Commitment: Exploring Institutional and Organizational Predictors for Evidence-Based Policy Reforms. International Journal of Learning, Teaching and Educational Research, 24(8), 30. https://doi.org/10.26803/ijlter.24.8.30
Verma, S. y Kaur, G. (2024). Faculty Retention Dynamics: Investigating the Role of HR Climate, Trust, and Organizational Commitment in Higher Education Context. SAGE Open, 14(1). https://doi.org/10.1177/21582440241233372
Wang, G. X. y Rashid, A. M. (2022). Job satisfaction as the mediator between a learning organization and organizational commitment among lecturers. European Journal of Educational Research, 11(2), 847-858. https://doi.org/10.12973/eu-jer.11.2.847
Xu, Z. y Pang, N. S. (2024). Promoting Teachers' Organizational Commitment: The Effects of Authentic Leadership, Teachers' Well-Being and Social–Emotional Competence. Behavioral Sciences, 14(10), 862. https://doi.org/10.3390/bs14100862
Yao, H. y Ma, L. (2024). Improving teacher career satisfaction through distributed leadership in China: The parallel mediation of teacher empowerment and organizational commitment. International Journal of Educational Development, 104, 102960. https://doi.org/10.1016/j.ijedudev.2023.102960
Yin, S., Guan, X., Zhang, Y., Li, Y., Jobe, M. C. y Ahmed, M. Z. (2023). The Impact of Chinese Primary School Teachers' Sense of Work Meaningfulness on Organizational Commitment: A Chain Mediation Model. Psychology Research and Behavior Management, 16, 3477-3488. https://doi.org/10.2147/PRBM.S425043
Zhang, K. y He, W. (2024). Perceived School Climate Support Moderates the Relationship Between Teachers' Growth Mindset and Work Engagement. Education Sciences, 14(12), 1283. https://doi.org/10.3390/educsci14121283