The Impact of Student Affairs Management Practices on Teacher Commitment in Indigenous Schools: A Review and Future Research Directions

Abstract

Indigenous schools play a crucial role in preserving and promoting indigenous cultures, languages, and traditions. The relationship between student affairs management practices and teacher commitment in these schools is an important area of study that requires attention. This concept paper examines the relationship between student affairs management practices and teacher commitment in Indigenous schools, with a specific focus on the context of Malaysia. The review synthesizes existing research findings and identifies gaps in the literature. The study draws on a range of scholarly articles that explore topics such as organizational commitment, work environment, leadership, and the impact of poverty on student attendance. Additionally, the review considers the significance of culturally specific frameworks and methodologies in supporting teacher commitment and well-being within Indigenous educational settings. The findings underscore the need for further research to explore the specific dynamics and interactions between student affairs and teacher commitment in Indigenous schools. The review provides practical recommendations for the development and implementation of culturally responsive student affairs initiatives to support teacher commitment and well-being. Furthermore, the study identifies limitations in the existing research and proposes future research directions to address the gaps in understanding the relationship between student affairs management practices and teacher commitment in Indigenous schools.