Influence of Organizational Culture on Teachers' Organizational Commitment and Job Satisfaction: The Case of Catholic Higher Education Institutions in the Philippines

Batugal, Ma. Leodevina C.; Tindowen, Darin Jan

doi:10.13189/ujer.2019.071121

Cited by 33 publications

(40 citation statements)

References 81 publications

(63 reference statements)

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“…In this study, we argue that since teachers’ affective organizational commitment is a value-driven work attitude, it will be positively correlated with students’ perceptions of the educational climate in their school. This assumption is based upon the notion that school values constitute, among other aspects, concern for its students, aiding students in the learning process, and supporting students mentally and developmentally (Batugal & Tindowen, 2019 ; Liu & Werblow, 2019 ).…”

Section: Teachers’ Work Attitudesmentioning

confidence: 99%

Optimal educational climate among students at risk: the role of teachers’ work attitudes

2021

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One of the most significant phenomena among students at risk is low resilience. However, very little is known about teacher-related factors that affect students’ resilience. Therefore, the main aim of this study was to shed light on the relationships between teacher-level (affective and continuance organizational commitment, professional commitment, burnout, and job characteristics) and student-level variables (optimal educational climate, OEC: the needs of belonging, respect from others, autonomy, self-efficacy, and self-fulfillment), as OEC is viewed as a main source of students’ psychological resilience. A sample of 243 teachers and 1777 10th-grade students from 44 nationwide secondary schools in Israel participated in this study. The study included the entire population of this selected cohort. Using hierarchical linear model (HLM) coefficient models, we found two major factors that significantly predicted students’ OEC: teachers’ affective organizational commitment and teachers’ job characteristics. These findings indicate that schools may serve as a protective factor for students at risk, since schools can strengthen teachers’ affective abilities in order to ensure their students’ psychological resilience. These findings are especially important when working with students at risk, who tend to be exposed to a wider range of stress factors, both individually and academically. The importance of these relationships becomes even greater considering the effects of the COVID-19 epidemic, which has had a significant global impact on many aspects, including students’ relationships with schools and teachers.

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Section: Teachers’ Work Attitudesmentioning

confidence: 99%

Optimal educational climate among students at risk: the role of teachers’ work attitudes

2021

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“…The success of an organization in achieving its vision and mission is largely determined by the quality of its human resources. Batugal & Tindowen (2019) stated that human resources are the driving force of an organization, and managing their capabilities will contribute a lot in realizing the quality and productivity of the organization. As one of the important assets in an organization, human resources need to receive more attention from the organization because the sustainability and achievement of organizational goals do not only depend on material or technological developments but also depends on the existence of these human resources (Puspitasari, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Organizational Culture, Organizational Justice, and Organizational Commitment on Organizational Citizenship Behavior (OCB)

winarsih*¹,

Riyanto²

2020

IJMH

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Organizational citizenship behavior (OCB), which is known as extra-role behavior, is an important factor for the organization to maintain the survival and achievement of organizational goals. OCB is very effective to be applied in human resource management because it can direct employees to provide performance that is more than just carrying out their formal duties. This study aimed to determine the influence of organizational culture, organizational justice, and organizational commitment to employee OCB at a vocational high school in the South Tangerang area, Indonesia. The research was quantitative study with a population of all school employees as many as 70 people. The sampling technique used nonpropability sampling, namely saturated samples. Data analysis was performed using a simple correlation analysis method and multiple linear regression with the help of IBM SPSS version 23. The results showed that organizational culture, organizational justice, and organizational commitment had a positive and significant effect on OCB either partially or simultaneously.

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“…The findings confirmed the first hypothesis, which was consistent with previous literature. Accordingly, principals' empowering leadership behaviors increase teachers' organizational commitment (Aliakbari & Amoli, 2016;Batugal & Tindowen, 2019;Bogler, 2005;Bogler & Somech, 2004;Boonyarit et al, 2010;Gordon, 2018;Gretkierewicz, 2020;Gümüş, 2013;Hamid et al, 2013;Holliman, 2012;Özdemir & Gören, 2017;Somech, 2005;Wu & Short, 1996). A school environment in which the principal delegates authority and responsibility, enables teachers to participate in decisions, effectively shares information with the teacher, enables them to develop their professional skills, and coaches for innovative performance, can contribute to the teachers' adoption of the values and goals of the school and continue her/his career in school.…”

Section: Discussionmentioning

confidence: 99%

“…Employee commitment is very important for organizations to achieve their goals by performing at a high level (Princy & Rebeka, 2019;Visanh & Xu, 2018), develop and maintain sustainability (Batugal & Tindowen, 2019). Because of its importance for organizations, organizational commitment is one of the mostly discussed issues in literature (Al Jabri & Ghazzawi, 2019;Bogler & Berkovich, 2020).…”

Section: Organizational Commitmentmentioning

confidence: 99%

“…These are all factors that can indirectly contribute to the commitment and performance of teachers. On the other hand, there are also studies that directly associate teacher performance (Özdemir & Gören, 2017;Somech, 2005;Vecchio et al, 2010) and commitment (Aliakbari & Amoli, 2016;Batugal & Tindowen, 2019;Bogler, 2005;Bogler & Somech, 2004;Boonyarit et al, 2010;Gordon, 2018;Gretkierewicz, 2020;Gümüş, 2013;Hamid et al, 2013;Holliman, 2012;Özdemir & Gören, 2017;Somech, 2005;Wu & Short, 1996) with empowerment. Based on the previous literature, the following hypotheses are suggested.…”

Section: Relationships Between Empowering Leadership Organizational Commitment and Job Performancementioning

confidence: 99%

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Relationship between Empowering Leadership and Teachers’ Job Performance: Organizational Commitment as Mediator

Li̇mon¹

2022

Kuramsal Eğitimbilim

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This study investigates the mediating role of organizational commitment on the relationship between principals' empowering leadership and teachers' job performance. To this end, it employed a cross-sectional design, one of the quantitative methods. Data were collected through the "Empowering Leadership Behaviors Scale", "Organizational Commitment Scale" and "Job Performance Scale". The sample consisted of 324 teachers working in different cities in Turkey. They were employed through convenience sampling and responded to the scales online. Predictive relationships between variables were revealed using a structural equation model. Before testing the structural model, the validity of the scales and measurement model was investigated. The findings indicated that validity and reliability of scales were ensured. On the other hand, the fit indices regarding the measurement model satisfied the cutoff values in the literature. Since the data did not satisfy the multivariate normal distribution assumption, bootstrapping was used. The findings indicated that empowering leadership is positively associated with teachers' job performance and organizational commitment. On the other hand, organizational commitment boosts job performance. Lastly, empowering school leadership enhances organizational commitment, which in turn teachers' job performance. The findings were discussed based on the literature and some suggestions were made based on the findings.

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Influence of Organizational Culture on Teachers' Organizational Commitment and Job Satisfaction: The Case of Catholic Higher Education Institutions in the Philippines

Cited by 33 publications

References 81 publications

Optimal educational climate among students at risk: the role of teachers’ work attitudes

Optimal educational climate among students at risk: the role of teachers’ work attitudes

The Effect of Organizational Culture, Organizational Justice, and Organizational Commitment on Organizational Citizenship Behavior (OCB)

Relationship between Empowering Leadership and Teachers’ Job Performance: Organizational Commitment as Mediator

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