Profiles of dual commitment to the occupation and organization: Relations to well-being and turnover intentions (original) (raw)
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Dual commitment to organization and supervisor: A person-centered approach
Journal of Vocational Behavior, 2015
A recent trend in commitment research has been to use person-centered analytic strategies to identify homogeneous subgroups with varying configurations of commitment mindsets (affective, normative, continuance) or targets (e.g., organization, supervisor, team). A person-centered approach takes a more holistic perspective than the traditional variable-centered approach and can reflect potentially complex interactions among commitment mindsets and/or targets. We extend application of the person-centered approach to investigate profiles of commitment to two interrelated targets, the organization and supervisor, in two studies (Ns = 481 and 264) involving Belgian university graduates. Using latent profile analyses, we found that a similar 5-profile model fit best in both studies. The mindset pattern for the two targets was similar for some profile groups, but differed for others. The groups differed on perceived organizational and supervisory support and voluntary turnover largely as expected from commitment and support theory. Implications for future research and management practice are discussed.
Social Values & Society
Turnover is a phenomenon that often occurs in organizations. Organizations that are less able to manage human resources well will have an impact on the desire of workers to leave work. The commitment of a teacher in a school organization is able to have a big impact because it can improve the quality of the organization, improve teamwork, create a willingness from oneself to make changes, and strengthen the bond of a worker to his or her organization. This study aims to determine the effect of affective commitment, continuance commitment, and normative commitment, on turnover intention. The sample of this study was private elementary school teachers in Purwokerto, Indonesia. The research instrument used was the organizational commitment questionnaire (OCQ) and the turnover intention scale. The results of the analysis show that there is a significant relationship between affective commitment and turnover intention, and normative commitment and turnover intention so that supported hyp...
Commitment profiles and employee turnover
Journal of Vocational Behavior, 2013
We examined how affective (AC), normative (NC), perceived sacrifice (PS), and few alternatives (FA) commitments combine to form profiles and determine turnover intention and turnover. We theorized that three mechanisms account for how profiles operate, i.e., the degree to which membership is internally regulated, the perceived desirability and ease of movement, and the within-person contextual effects among profiles. In a sample of 712 University alumni, we found evidence of six profiles of commitment, reflecting different combinations of commitment forms. The AC Dominant, AC-NC Dominant, and Committed profiles displayed lower turnover intention than the Continuance Dominant and Not Committed profiles. Moreover, the Continuance Dominant profile and the profiles in which AC was high displayed lower turnover rates than the Not Committed profile. We discuss the implications of these findings for the understanding of drivers operating within commitment profiles.
Job satisfaction and turnover intention: The mediating effect of affective commitment
Psychological Research on Urban Society, 2018
This study aims to investigate the mediating effect of affective commitment on the relationship between job satisfaction and turnover intention in international school teachers. Data were collected through questionnaire from 80 teachers in an international school in Jakarta, Indonesia, which indicated that affective commitment fully mediated the relationship between job satisfaction and turnover intention. Theoretical and practical implications were discussed.
Educational Psychology, 2014
Despite ample research on commitment in industrial settings, there has been no systematic attempt to investigate outcomes associated with teacher commitment. Therefore, the aim of this study was to examine the relationship between teacher commitment and psychological well-being in the work place using questionnaires. Hong Kong teachers (N = 857) participated. Hierarchical regression analyses were used to investigate how the three aspects of commitment pertaining to the organization and occupation predicted relevant outcomes.
The purpose of this study was to determine whether or not there is a considerable relationship between job satisfaction, job involvement, perceived organisational support, and organisational commitment among teachers. A review of the literature revealed that there are limited research that examined organisational behaviours among teachers. Organisational commitment has been identified as a leading factor impacting an employee's level of success in various organisations. There remains a gap in the current literature regarding specific attitudinal behaviours influencing organisational commitment across various levels of education. Organisational commitment among teachers employed at the primary, secondary, and post secondary levels was examined. The sample for this study included 900 teachers in southern Chennai. Based on the social exchange and leader member Exchange theories, this study used a non-experimental quantitative design. The data were analyzed using three hierarchical multiple regressions. The findings of this study given away a considerable relationship between job satisfaction, job involvement, and organisational commitment. Given the significance of these findings, promotion of dialogue within education could enhance social exchange relations, employee involvement, and teacher commitment. Social change implications include the improvement of the educational services and student success outcomes and promotion of the importance of quality workplace exchanges, personal growth, leadership scholarship, collaboration, and the benefits of a highly committed workforce. , http://www.euroasiapub.org (An open access scholarly, peer-reviewed, interdisciplinary, monthly, and fully refereed journal.)
Teacher's turnover intentions Examining the impact of motivation and organizational commitment
International Journal of Educational Management, 2017
Purpose-The purpose of this paper is to explore the path of motivation leading to organizational commitment resulting in reduced turnover intentions (TIs). It examine the relationship between dimensions of motivation (amotivation, introjected regulations (IRs) and intrinsic motivation (IM)) with dimensions of commitment (affective, normative and continuance). Furthermore, it test the effect of these three dimensions of commitment on TIs. Design/methodology/approach-A sample of 467 teachers working in public schools in Dhofar Governate in Sultanate of Oman was selected for the study. A path analysis was conducted to test the hypothesized model. Findings-The analysis unveils that teacher's TIs can be reduced with a right mix of motivation and commitment. Furthermore, amotivation is only linked to affective commitment and this linkage is positive; IRs positively affect continuance and normative commitment (NC); and IM positively affects affective commitment and NC. Moreover, a significant negative effect of affective, normative and continuance commitment is found on TIs. Originality/value-This research sheds light on how motivation can indirectly affect TI through commitment. This study is of immense importance as it focuses on the education sector in Oman especially in Dhofar Governate.
Antecedents and Consequences of Organizational Commitment Among Pakistani University Teachers
The purpose of this study was to determine if selected personal characteristics, facets of job satisfaction, and the two dimensions of organizational justice (distributive justice & procedural justice) significantly explained variance in the organizational commitment of Pakistani university teachers. In addition, the present study examined the influence of organizational commitment on two organizational outcomes-job performance and turnover intentions. Data were gathered from 125 full-time teachers from 33 universities in the three major cities of Pakistan: Lahore, Islamabad/Rawalpindi, and Peshawar. The results of the study indicate that the personal characteristics, facets of job satisfaction and two dimensions of organizational justice as a group were significantly related to organizational commitment of teachers. Individually, distributive justice and trust in management were found to be the strongest correlates of commitment. Moreover, commitment was found to be negatively related to turnover intentions (-.40) and positively related to a self-report measure of job performance (.32).
THE IMPACT OF JOB SATISFACTION ON TEACHERS' ORGANIZATIONAL COMMITMENT
International Journal of Advanced and Innovative Research, 2018
Job satisfaction is of great importance in all organizations, be it public or private, it makes description on how well an individual or employee is happy in or with his/her job, many factors do contribute towards job satisfaction among employees in any given organization which is different from individual to another or from employee to employee. Satisfaction of job determines teachers' commitment to their organization and employees are more committed to their organization when they are satisfied with their job. This paper makes summary and analysis of the literature which is available for the topic under discussion. The finding reveals that when teachers are satisfied with their job, it leads to the significant increase in organizational commitment of teachers. It was discussed that teachers exhibit very good organizational commitment when satisfied with aspects of their job. It was concluded that, job satisfaction makes significant impact in the commitment of teachers towards their job.