Understanding factors influencing Norwegian high school teachers' affective commitment to their school in an age of curriculum change

Abstract Teachers' affective commitment to the school organization significantly impacts the success of curriculum change and the quality of education provided. The present study explores the relationship between three key factors and teachers' affective commitment to their high school: their agency in curriculum implementation, their relationships with school leaders, and their decision‐making autonomy. The research involved surveying 223 high school teachers in Oslo, Norway's capital, with data analysed through structural equation modelling. The findings reveal strong statistical associations between teachers' experience of autonomy and their affective commitment to the school organization. Additionally, a modest connection is observed between teacher agency in curriculum implementation and their relationship with school leaders. However, weak connections are found between teacher agency in curriculum implementation and affective commitment and between teacher agency and autonomy. These results highlight the significance of autonomy and its link to teachers' affective commitment while also emphasizing the importance of principal–teacher trust, particularly through its relation to teachers' autonomy. This article provides empirical insights into the factors that influence teachers' affective commitment to their school organization, underscoring the interplay between autonomy, agency, and trust in influencing teachers' attitudes and dedication. The article concludes by discussing the implications of these results for future research and practice, shedding light for potential areas of further investigation.