The role of exchange and emotion on commitment: A study of teachers

Recent experimental work in social exchange offers keen insight into factors that enhance commitment to individuals, groups, and relationships. In this article we explore the relevance of this work to school settings. Specifically, we use structural equation modeling and data from the 2004 Schools and Staffing Survey (SASS) to test whether the commitment-enhancing processes laid out in Lawler’s affect theory of social exchange might reduce teacher turnover, an issue plaguing school districts across the country. Our results support such a model and demonstrate the importance of interdependence for fostering commitment among teachers, with interaction, affect, and cohesion as intervening factors.

► We test the relevance of insights from the affect theory of social exchange for reducing teacher turnover.
► Increasing the perceived interdependence of teachers increases how frequently they interact.
► This interaction fosters positive emotions and enhances cohesion, increasing teachers’ commitment to their positions.