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Teachers’ Commitment and Students’ Performance in English at a University in South Korea
A research paper published in a Scopus-indexed journal
Teachers’ Commitment and Students’ Performance in English at a University in South Korea
Massuline Antonio D. Ligaya, Joung-Hyun Ham, and Hyun-Jung Min
Indian Journal of Science and Technology, Vol. 8, No. S9, May 2015, pp. 228–233
DOI: 10.17485/ijst/2015/v8iS9/68306
Research Summary
Teachers play a central role in students’ academic development, but effective teaching may depend on more than professional knowledge and instructional competence. The extent to which teachers are committed to their work and to the institutions they serve may also influence how they perform their responsibilities and, ultimately, how their students learn. This study examined the relationship between teachers’ commitment and students’ performance in English at a university in South Korea, with particular attention to two dimensions of commitment: commitment to job and commitment to organization.
The study involved 15 foreign English teachers and 420 students. The participating teachers were teaching English to Korean students learning the language as non-native speakers, placing the teachers in a professional environment that required them to address not only differences in language ability but also cultural differences between themselves and their students. Teachers assessed their own levels of commitment to their job and organization through a questionnaire, while students’ performance was measured using their test scores in writing, listening, and speaking.
A descriptive research design was employed. Frequency counts and means were used to describe teachers’ levels of commitment and students’ English performance, while regression analysis was used to examine whether commitment to job and commitment to organization predicted performance in each of the three language areas.
The teachers reported being committed both to their job and to their organization. However, their mean commitment-to-job score (4.00) was slightly higher than their commitment-to-organization score (3.80), suggesting somewhat stronger identification with the work of teaching itself than with the institution in which they were employed.
Students, meanwhile, demonstrated generally high performance across the three English-language areas, with their strongest performance occurring in speaking. Regression analyses showed that, when considered together, commitment to job and commitment to organization did not significantly predict students’ performance in writing or listening. The same overall pattern was found for speaking: the regression model containing both commitment variables was not statistically significant.
An important result nevertheless emerged at the individual-predictor level. Commitment to job was significantly associated with students’ speaking performance (p = .042), whereas commitment to organization was not. The finding suggests that teachers’ dedication to the actual work of teaching may have particular relevance to an interactive language skill such as speaking, where student development depends heavily on classroom engagement, communication, encouragement, and sustained interaction with the teacher.
The study therefore presents a more nuanced picture than the simple assumption that greater teacher commitment automatically produces better student performance. Commitment to the organization itself did not emerge as a significant predictor of achievement in the three English skills examined, while commitment to the teaching job showed a significant relationship only with speaking. The results suggest that different forms of teacher commitment may relate differently to specific dimensions of student learning.
Research Contribution
The study contributes to research on teacher commitment and language-learning outcomes by distinguishing commitment to one’s teaching job from commitment to the employing organization and examining their relationships with separate English skills rather than with a single overall academic-performance measure. Its finding concerning speaking raises an important possibility: in communicative language education, teachers’ dedication to the actual work of teaching may be particularly relevant to learning outcomes that depend heavily on direct teacher-student interaction. The study also provides an early empirical foundation for further investigation of teacher-related factors affecting English-language performance in the South Korean university context.
Keywords: teacher commitment, commitment to job, organizational commitment, English performance, speaking, listening, writing, South Korea
Full Text
The full text of this publication is available upon request. Researchers, educators, students, and other interested readers who wish to obtain a copy may contact the author through this website or by email at madligaya@gmail.com.
Students’ Performance in English: Effects of Teachers’ Leadership Behavior and Students’ Motivation
A research paper published in a Scopus-indexed journal
Massuline Antonio D. Ligaya and Marie Charmaine P. Igwe
Journal of Education and Learning (EduLearn), Vol. 19, No. 1, February 2025, pp. 91–102
DOI: 10.11591/edulearn.v19i1.21680
Research Summary
Teachers do more than deliver instruction; they also exercise leadership in guiding, motivating, and managing students throughout the learning process. In foreign-language education, this leadership role may be particularly important because successful language learning requires active student participation and sustained motivation. This study investigated how English teachers’ leadership behavior relates to students’ performance in English and examined whether students’ instrumental and integrative motivation mediate that relationship.
Teacher leadership was examined through two dimensions derived from the Leadership Behavior Description Questionnaire (LBDQ): initiating structure, which emphasizes task organization and goal attainment, and consideration, which emphasizes interpersonal relationships, respect, trust, and concern for students. Motivation toward learning English was examined through instrumental motivation, in which the language is learned for practical or external benefits, and integrative motivation, associated with interest in communicating with and understanding people from other linguistic and cultural backgrounds.
The study employed a descriptive survey design involving 911 university students in South Korea who were enrolled in mandatory English courses across different academic departments. Students evaluated their teachers’ leadership behavior and their own motivation toward learning English. Leadership items were drawn from the LBDQ, while motivation measures were adapted from Gardner’s Attitude/Motivation Test Battery (AMTB). Students’ English performance was assessed using a 25-item grammar proficiency test covering vocabulary, correct grammatical form, answering questions, combining sentences, and word sequencing. Data were analyzed using descriptive statistics, correlation and regression analyses, and parallel mediation analysis using Hayes’ PROCESS procedure.
Students perceived their English teachers as demonstrating high levels of both leadership behaviors, although consideration was more strongly manifested than initiating structure. The mean for initiating structure was 4.06, while the pattern of responses for consideration showed that nearly 88% of students rated their teachers high or very high on this dimension. Students also reported high levels of both forms of motivation, with integrative motivation (M = 3.96) exceeding instrumental motivation (M = 3.55).
Performance on the English test was generally satisfactory. Of the 911 students, 542 obtained scores of 12 or higher, while 369 scored 11 or below. Analysis of specific areas showed that students were proficient in vocabulary, correct grammatical form, and answering questions but only moderately proficient in combining sentences and word sequencing.
Correlation analyses showed that both initiating structure and consideration were positively related to students’ instrumental and integrative motivation and to English performance. Integrative motivation was also positively and significantly correlated with English performance, whereas instrumental motivation was not significantly correlated with performance at the bivariate level.
The regression and mediation analyses revealed a more differentiated pattern. When the two leadership dimensions were considered simultaneously, consideration—but not initiating structure—significantly predicted students’ English performance. Consideration also significantly predicted both instrumental and integrative motivation. When leadership behavior and both forms of motivation were entered together, consideration and integrative motivation had positive significant coefficients, whereas instrumental motivation had a significant negative coefficient.
Most importantly, the mediation analysis showed that neither instrumental nor integrative motivation significantly mediated the relationship between initiating structure and English performance. In contrast, both forms of motivation significantly mediated the relationship between consideration and students’ English performance. The direct effect of consideration remained significant after the mediators were included, indicating partial rather than complete mediation.
Overall, the findings emphasize the potential importance of the relational dimension of teacher leadership in language learning. Students may benefit when English teachers combine pedagogical competence with leadership behaviors characterized by rapport, respect, accessibility, and concern for students. The findings further suggest that students’ reasons for learning English form part of the pathway through which this people-oriented leadership behavior relates to their academic performance.
Research Contribution
The study contributes to research on teacher leadership and second/foreign-language learning by integrating teacher leadership behavior, student motivation, and measured English performance within a mediation framework. Rather than examining teacher and learner variables independently, it investigates a possible mechanism linking them: teacher leadership → student motivation → English performance. Its finding that consideration, rather than initiating structure, was associated with performance through both instrumental and integrative motivational pathways highlights the potential importance of relationship-oriented teacher leadership in the foreign-language classroom. The study also provides a foundation for further research examining how teacher behavior and different forms of learner motivation jointly contribute to English-language achievement.
Keywords: teacher leadership, consideration, initiating structure, instrumental motivation, integrative motivation, English performance, mediation, South Korea
Full Text
The full text of this publication is available upon request. Researchers, educators, students, and other interested readers who wish to obtain a copy may contact the author through this website or by email at madligaya@gmail.com.
M.A.D. LIGAYA
M.A.D. L I G A Y A 