Commitment 承诺量表

量表简介：

We used items based on the items of Allen and Meyer (1990) and the items translated into Dutch of Jak and Evers (2010), which are also based on the Allan and Meyer model, to determine affective, normative and continuance commitment. The items were specified for education. An example of an item about affective commitment to the profession, which is when teachers wish to continue teaching because they do not want to do anything else, is: ‘I couldn't do without teaching’. An example of an item about normative commitment, which is when teachers feel morally obliged to stay at their school, is: ‘Even if it were to my advantage, I wouldn't consider it right to leave this school now.’ An example of an item about continuance commitment, which is when teachers have the impression that they have no option but to remain teaching, is: ‘It would be difficult to find another job with my qualifications’. All of the items were formulated on a five-point scale, with the following as potential responses: not or to a very limited degree (1), to a limited degree (2), neutral (3), to a large degree (4) and always or to a very large degree (5).

我们使用基于 Allen 和 Meyer（1990 年）的项目以及 Jak 和 Evers（2010 年）翻译成荷兰语的项目（同样基于 Allan 和 Meyer 模型）来确定情感承诺、规范承诺和持续承诺。这些项目都是针对教育领域的。情感承诺是指教师希望继续从事教学工作，因为他们不想从事其他工作，例如："我不能没有教学工作"。规范承诺 "是指教师认为在道义上有义务留在自己的学校，例如："即使对我有利， 我也不会认为现在离开这所学校是正确的。继续从教承诺是指教师认为除了继续任教别无选择，例如："以我的资历很难找到另一份工作"。所有项目均采用五级评分法，可能的回答如下：没有或程度很有限（1）、程度有 限（2）、中立（3）、程度较高（4）和始终或程度很高（5）。