The Influence of Teacher Commitment to Students on Students' Social Development: The Moderating Role of Gender
DOI:
https://doi.org/10.61506/01.00370Keywords:
Teacher commitment, students’ social development, Gender, structural equation modelingAbstract
The study proposes that teacher commitment to students is positively related to student's social development. Furthermore, the study suggests that gender moderates the relationship between teacher commitment and students' social development, such that the relationship was stronger for females than males. The study employed a questionnaire to collect cross-sectional data from 459 data from SSE/SST teachers and 10th grade students from high schools in Punjab, Pakistan. Analyzing data using structural equation modeling in Amos 24 revealed that all the hypothesized relationships were supported. The study found a significant relationship between teacher commitment to students and positive social development, suggesting that teacher commitment can help students positively enhance their social development. Furthermore, the study found that the relationship between teacher commitment to students and students' social development was significant for female students and insignificant for male students. The study contributes to the literature on teacher commitment and students' social development and offers novel practical insights.
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