Commitment - A Base of Professionalism of Teachers in Adult Education

1. Commitment - A Base of Professionalism of Teachers in Adult Education Prof. Dr. [efika Alibabi}, Kristinka Ovesni, M.A. Faculty of Philosophy Department for Pedagogy and Andragogy University of Belgrade

2. The main purpose of this study Distinguished the base of professionalism of teachers in adult education (TAE) by some dimensions of professionalism from • members of traditional professions (TP) and from • members of other professions in the field of adult education (AE)

3. The data were collected in May, 2005, from a sample of 579 respondents: 142 members of traditional professions, 137 teachers in adult education and 300 other professionals in the field of adult education (not teaching stuff) • The 18 items modified from the Hall’s (1968) and from the Moore’s (1970) models of professionalism

4. Hall (1968): professionalism is constituted from two main aspects -- organizational-structural and affective-attitudinal, which include five characteristics: • the use of the professional organization as a major reference • a belief in service to the public • a belief in self-regulation • a sense of calling to the field • and a feeling of autonomy at work

5. Studies based on the Hall’s model confirmed that: • the commitment is a fundamental value which forms the base of professionalism; • the commitment is interconnected with dedication and loyalty to the profession, service orientation and intrinsic rewards inherent in the activity i.e. with the affective attributes of professionalism; • the higher the commitment, the lower were intent for leaving the profession, the lower were unprofessional behavior, the higher were effects of professional performance; • the commitment to his/her own profession is a main focus of one’s professional life; • the professional commitment increases needs for continuing professional education; • any kind of changes which affects profession, increases the commitment to it; • the professional commitment causes retention in one’s own profession; • the professional commitment leads to professionalism and to standardization of profession.

6. The Moore’s (1970) model of professionalism -- the professions are lined on a set of six criteria of professionalism, which reflects interconnections of a commitment with the dedication and loyalty to the profession and especially with the expert knowledge and competency. These criteria are: • continuity in professional performance, • a commitment to a profession, a sense of identification with the field, a loyalty to its philosophy and purpose of organization, • loyalty to colleagues, • competence based on long-lasting university-based professional preparation, • service orientation, • full autonomy in practice based on professional competence.

7. Correlations of principal components