The Concept of Talent Management and Organizational Commitment of Teachers

Natalya Volkova, Candidate of Sciences in Psychology, Associate Professor, Department of Management, National Research University Higher School of Economics (St. Petersburg). Address: Bld. 1, 3 Kantemirovskaya Str., 194100 St. Petersburg, Russian Federation. E-mail: nv.volkova@hse.ru (corresponding author)Natalya Zaichenko, Candidate of Sciences in Pedagogy, Associate Professor, Professor, Department of Public Administration, National Research University Higher School of Economics (St. Petersburg). Address: 17 Promyshlennaya Str., 198088 St. Petersburg, Russian Federation. E-mail: zanat@hse.ruVera Chiker, Candidate of Sciences in Psychology, Senior Research Fellow, Associate Professor, Department of Social Psychology, Saint Petersburg State University. Address: 6 Makarova Emb, 199034 St. Petersburg, Russian Federation. E-mail: vchiker@yandex.ruOksana Gyuninen, Highly-Trained Educational Psychologist, Director of the Center for Psychological, Pedagogical, Medical and Social Assistance, Kolpino District, St. Petersburg. Address: Bld. 2, 32 Very Slutskoy Str., 196653 Kolpino, St. Petersburg, Russian Federation. E-mail: oks.giun@gmail.comA sample of 295 teachers from six educational institutions in the town of Kolpino (Kolpino District, St. Petersburg) is used to explore school teachers' perception of talent management policies and practices as elements of the school's organizational culture and to analyze linkages between such practices and teachers' organizational commitment. The study relied on the Organizational Commitment Questionnaire (OCQ) developed by Lyman W. Porter and the new Talent Management in Education questionnaire by Brent Davies and Barbara J. Davies. The latter was adapted for the Russian sample, evidence of the method's reliability and construct validity being provided in the article. Results show that organizational commitment of teachers is higher in schools where leaders foster professional development, collaboration and collegial decision making. Years of teaching experience do not affect organizational commitment, but younger teachers are more committed to their schools than their older colleagues. Teacher commitment to educational institutions was also found to be predicted by whether teachers perceive talent management practices as elements of the school's organizational culture.