Communities of Practice: How Teachers' Relationships Underscore Suburban Middle School Culture and Organizational Commitment

Teacher attrition poses significant challenges in education systems, leading to inconsistent instruction, reliance on substitute teachers, and increased costs for hiring and training replacements (Carver-Thomas & Darling-Hammond, 2019). Despite considerable research on this issue in various educational settings, a gap exists in understanding the factors influencing teacher commitment specific to suburban middle school teachers. Drawing from theories on communities of practice (Lave & Wenger, 1991), organizational commitment (Allen & Meyer, 1990), and cultural frameworks (Schein & Schein, 2017), this multiple case study of middle school teachers explored how school culture impacted their commitment to their schools and districts. The central research questions focused on the influence of school culture on organizational commitment; the elements of culture manifested in artifacts, beliefs, and assumptions; and the effects of team, school, and district cultures on teacher commitment. Additionally, the study examined how relationships within these contexts shape teacher commitment and explored the costs and benefits associated with sustaining commitment. Data procedures involved distributing questionnaires to general education teachers across four suburban middle schools followed by in-depth, semi-structured interviews with selected participant volunteers (Creswell & Creswell, 2018). Key themes emerged, highlighting the significance of relationships and trust in fostering commitment, the overall culture of the school, the role of leadership support and stability, and the ultimate decision to stay or leave. Study findings underscored that neglecting culture and commitment issues could exacerbate teacher attrition, necessitating continual investments in new teachers and depriving students of the stability and expertise that experienced teachers provide. Teachers want to stay in schools where they feel a sense of belongingness which leads to organizational commitment. To address these challenges, recommendations include ensuring teachers begin to connect and build relationships within their schools, creating communities of practice for school leaders to share best practices, minimizing principal attrition and movement year to year, establishing opportunities for teachers to engage with district leaders, and building trust and respect through clear communication. By prioritizing these strategies, educational stakeholders can work toward operational excellence and mitigate teacher turnover, ultimately ensuring a more stable and enriching learning environment for students in suburban middle schools.