The importance of a collaborative culture for teachers’ job satisfaction and affective commitment

Prior research has shown the importance of collaborative culture as well teacher job satisfaction and commitment in navigating complex school improvement processes. This study investigated relationship between culture, affective commitment, teachers taking both cultures entire school, informal subgroups, into account. Survey data 760 teachers, nested 136 subgroups 13 secondary schools, were analyzed using multilevel path analyses. Results show that subgroup is positively related to teachers’ a mediator. The at level was not significant predictor. School leaders need be aware there are, some extent, within which develop their own through social contagion processes impact greater extent than school-level culture.