دانلود رایگان مقاله انگلیسی بهینه سازی نقش تعهد سازمانی: یک مطالعه کیفی در بخش آموزش مدرسه - امرالد 2018

INTRODUCTION

Organizational commitment can be defined as an affiliation of employees to the organization and involvement in it (Nawab and Bhatti, 2011). Mowday et al.(1979) stated that organizational commitment was meant to consider and accept the goals, aims, and values of the organization and a wish to be a part of the organization. Committed employees portray strong intentions to work for their organization and have low intensions to leave (Robbins and Coulter, 2003; Hunt and Morgan, 1994; Porter et. al.,1982). Cooper-Hakim and Viswesvaran (2005) implied that commitment was a psychological state of mind that held the individual to a course of action relevant to one or more targets. It is also a willingness to continue working in the organization and to serve the organization dedicatedly. Meyer and Allen (1997) described (as reported by Jaros, 2007) organizational commitment as a psychological state that was concerned about how individuals felt about their organizational engagement and the desire to remain with the organization. They also stated that organizational commitment was a multi-dimensional contrast. Allen and Meyer (1990) developed a model of three different dimensions of commitment and the model suggested that the employees experienced organizational commitment as three simultaneous mindsets consisting of affective, normative and continuance commitment (Jaros, 2007).According to Allen et. al.(1990), affective commitment referred to how the employees felt emotionally to the values, objectives, and goals of the organization.

CONCLUSION

The objective of the study was to find out the factors which affect organizational commitment in the school education sector and secondly to modify the factors to judge the commitment of the teachers working in schools. The factors which were included in this study was taken from the extant literature on organizational commitment and the four factors-need achievement, infrastructure, opinion leaders and quality of the students, originated through pilot survey. The first objective of the study was fulfilled. The work was done with 23 items under 8 constructs. The present study justified not only the concepts proposed in earlier literature reviews, but also established the concepts of pilot survey.

The second objective was to modify the factors and to judge the organizational commitment of the teachers working in the school education sector. As the kappa value was found out 0.672 with a significance level of 0.000, hence there was no need to modify the factors. Landis and Koch (1977) stated that a kappa value of 0.672 falls under “substantial” agreement. This means that thereis a high level of concordance between the authors and the independent coder. All the paradigms which were included in the study are optimized factors; therefore there was no need to revise them.

To conclude, among all the factors enlisted in the study, three items were accepted by all the respondents. The factors are loyalty and trust, proper feedback from the students and culture of the organization. The teachers stated that the absence of these three factors would reduce organizational commitment.