A Study on Primary School Teachers’ Organizational Commitment and Psychological Empowerment in the District of Klang

Hamid, Siti Fairuz; Nordin, Norshidah; Adnan, Afni Anida; Sirun, Norsiah

doi:10.1016/j.sbspro.2013.07.152

Cited by 33 publications

(33 citation statements)

References 13 publications

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“…Kadyschuk, 1997;Bogler & Somech, 2004;Crosswell, 2006;Dee, Henkin, & Singleton, 2006;William, 2011;Devos & Tuytens, 2013;Garipaĝaoĝiu, 2013;Hamid, Nordin, Adnan, & Sirun, 2013;Ayale, 2014;Mousa & Alas, 2016). Lack of study on teachers' organizational commitment in Merauke district makes this present study robust.…”

Section: Introductionmentioning

confidence: 77%

Designing strategy for improving teacher’s organizational commitment in the remote elementary schools of Merauke district, Papua, Indonesia

Werang¹,

Pure²

2017

IJRSE

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Teacher's organizational commitment is one of the basic concepts unfolding the relationship between an employee and an organization. As the success of an organization may depend on how its employees get committed to, this present study was aimed at designing strategic policies to boost teacher's organizational commitment in the remote elementary schools of Merauke district, Papua, Indonesia. This present study employed a qualitative research approach using a case study research design due to that: (a) our personal competence of securing the informants' real name and office that may cause any harm to their carrier and personality, (b) our focus is on the effort of creating strategic policies to address teacher's organizational commitment in the remote elementary schools of Merauke district, Papua, and (c) we can utilize data of teacher's organizational commitment from the vary of data resources, namely: local community members, educational practitioners (teachers, lecturers, school principals, school supervisors), and local government. A purposive sampling technique was used to obtain 72 informants drawn from amongst local community members, educational practitioners (teachers, lecturers, school principals, and school supervisors), and local government.Profound interview to the local community members, educational practitioners (teachers, lecturers, school principals, and school supervisors), and local government was the main tool of the study to collect data. Data were analyzed qualitatively using Ishikawa's fishbone diagram analysis. Results of data analysis revealed three major strategic policies of boosting teacher's organizational commitment in the remote elementary schools of Merauke district, namely: (a) strategies related to teachers' individual characteristics, (b) strategies related to teachers' working conditions, and (c) strategies related to educational policy maker. These findings might be imperative for the institution of teacher training and education to design curriculum to address the special need of having teachers which are morally and mentally qualified. These findings might be also worthwhile for the local government to make an effort of creating more enjoyable working conditions and of creating regulations that will practically guide the way of recruiting and of selecting the school principals.

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Section: Introductionmentioning

confidence: 77%

Designing strategy for improving teacher’s organizational commitment in the remote elementary schools of Merauke district, Papua, Indonesia

Werang¹,

Pure²

2017

IJRSE

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“…Güçlendirme ile işdoyumu (Rinehart ve Short, 1994), karara katılım (Gruber ve Trickett, 1987;White, 1992), örgütsel bağlılık (Hamid, Nordin, Adnan ve Sirun, 2013;Wu ve Short, 1996;Odabaş, 2014), örgütsel çatışma, (Johnson ve Short, 1998;Rinehart, Short ve Johnson, 1997;Short, 1994), öğretimsel uygulama ve öğrenci başarısı (Marks ve Louis, 1997;Smylie, 1994) ve liderlik (Blase ve Blase, 1996;Johnson ve Short, 1998;Kirby ve Colbert, 1994;Reitzug, 1994;Rinehart, Short, Short ve Eckley, 1998) arasındaki ilişkiler araştırma yapılan konular arasındadır. Ancak, alanyazında örgütsel vatandaşlık davranışı ve güçlendirme ilişkisini genel olarak ve eğitim örgütleri özelinde inceleyen çalışmalar oldukça sınırlıdır (Bogler ve Somech, 2004) ve Türkiye'de eğitim örgütleri özelinde bu iki değişken arasındaki ilişkiyi ele alan bir çalışmaya rastlanmamıştır.…”

Section: Introductionunclassified

The Relationships between Structural and Psychological Empowerment of Teachers and Their Organizational Citizenship Behaviors

Altınkurt

Anasız

Ekinci

2016

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“…Previous researches had shown that empowered employees demonstrate better commitment to the organization 31,43 . Psychological empowerment leads to motivating employees to take initiative and show endurance at work; giving higher meaning of employees to work; and inculcating higher organizational commitment within employees 44 .…”

Section: Fig 1: Hypotheses Testingmentioning

confidence: 99%

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2018

IJPSR

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ABSTRACT:Modern organizations face increasing competition due to globalization, technological change, politics and economics. In order to cope with these, public organizations, including organizations at the central and local government levels, must improve their efficiency and performance to reflect the presence of organization in other countries. Leaders, therefore, must act more quickly in encouraging and motivating followers to achieve goals in groups and organizations; doing organizational transformation by explaining their vision in the future; and effectively driving employees growth. This study aims to investigate whether transformational leadership is associated with psychological empowerment, affective commitment, and organizational citizenship behavior. By using partial least squares (PLS) based structural equation modeling (SEM) technique to analyze 244 employees working in Indonesian's pharmaceutical sector, the results show that transformational leadership is significantly associated with psychological empowerment, affective commitment, and organizational citizenship behavior as well as psychological empowerment is significantly associated with affective commitment and organizational citizenship behavior; and at the same time, affective commitment is not significantly associated with organizational citizenship behavior. The findings imply that management should take into consideration the transformational leadership style in terms of inspirational motivation, individual consideration, intellectual stimulation and idealized influence to encourage and improve OCB, psychological empowerment, and affective commitment of employees.

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A Study on Primary School Teachers’ Organizational Commitment and Psychological Empowerment in the District of Klang

Cited by 33 publications

References 13 publications

Designing strategy for improving teacher’s organizational commitment in the remote elementary schools of Merauke district, Papua, Indonesia

Designing strategy for improving teacher’s organizational commitment in the remote elementary schools of Merauke district, Papua, Indonesia

The Relationships between Structural and Psychological Empowerment of Teachers and Their Organizational Citizenship Behaviors

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