Exploring the effects of empowerment, innovation, professionalism, conflict, and participation on teacher organizational commitment

Abstract

Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for longterm relationships in complex organizations and a significant predictor of retention.This study examined the extent to which empowerment, innovation, professionalism, perceived level of interpersonal conflict, and participation were associated with teachers' organizational commitment at six K-12 sites in one Midwestern state. Of 2,732 teachers invited to participate, 1,463 completed the survey, for a total response rate of 54%. Overall, there was substantial evidence supporting a relationship between organizational commitment and empowerment, innovation, and professionalism.There was also some evidence of a contextual relationship between organizational commitment and perceived levels of conflict and participation. Increased conflict in varying relationships resulted in decreased organizational commitment, and increased participation in varying situations resulted in increased organizational commitment.This study's exploration of organizational commitment may inform administrative practices designed to target teacher attrition. Educational leaders may utilize the results to better understand issues concerning teacher retention and attrition and thereby improve teacher working conditions, and strengthen the educational environment for students.Abstract Approved: ______________________________________________________ Thesis Supervisor

Psychological Empowerment and Organizational Innovation: Mediating Role of Job Satisfaction and Organizational Commitment

“…Another finding of the study showed that the employees' organizational commitment has a positive and significant effect on organizational innovation in Regional Power Company of Kerman. This finding is consistent with the results of the research of Ming and Ying (2010), Lambert and Hogan (2010), Holliman (2012), and Rostami, Veismoradi and Akbari (2012). Ming and Ying (2010) concluded that affective commitment and continuance commitment have an effect on both technological innovation and administrative innovation and also normative commitment has effect on technological innovation.…”

“…Lambert and Hogan (2010) found that organizational perceptions have statistically significant positive associations with organizational commitment. Holliman (2012) claimed that there is a relationship between organizational commitment and innovation and higher levels of commitment are associated with higher levels of innovation. Rostami, et al (2012) noted that there is a significant relationship between organizational commitment and innovation.…”

Effects Of Innovative Organizational Climate On Organizational Commitment In Malaysian Higher Education Institutions

“…This may seem obvious in particular to organizational commitment. Within the sparse studies, innovative organizational climate was found to be crucial in reflecting employee's participation, involvement, longevity and innovation practice (Holliman, 2012). This early work bridges the foundation for it to be a critical antecedent for organizational commitment.…”

“…Recent researches affirmed that organizational climate to be a factor leading to positive outcomes (Fu & Deshpande, 2014;Piro, 2016). While various determinants to organizational commitment have previously been studied including organizational climate, research on organizational climate specifically on innovative organizational climate is still sparse (Holliman, 2012). Hence, issues on the aspects of support for innovative behaviour and resources provided by an organization have yet to mature, particularly in the higher education context.…”

Ortaokul Öğretmenlerinin Örgütsel Politika Algıları ile Örgütsel Bağlılıkları ve Örgütsel Vatandaşlık Davranışları Arasındaki İlişki

“…Yapılan analizler sonucunda ortaokul öğretmenlerinin örgütsel vatandaşlık davranışlarındaki varyansın yaklaşık % 31'inin örgütsel bağlılıklarında meydana gelen değişimle açıklanabildiği, öğretmenlerin örgütsel bağlılıklarının örgütsel vatandaşlık davranışlarını pozitif yönde anlamlı bir şekilde yordadığı sonuçlarına ulaşılmıştır. Bu araştırmadan elde edilen sonuçlar ilgili araştırma sonuçlarıyla da (Asiedu ve diğerleri, 2014;Bogler ve Somech 2004;Ersözlü, 2012;Gürbüz, 2006;Khan ve Rashid, 2012;MacKenzie, Podsakoff ve Ahearne, 1998;Schappe, 1998) (Holliman, 2012;Karakuş 2008;Mowday ve diğerleri, 1974). Bireylerin bir objeye, bireye, örgüte veya çevreye karşı olan olumlu tutumlarının, olumlu davranışlara dönüşeceğini söylemek mümkündür.…”