The Interface between Motivational and Emotional Facets of Organizational Commitment among Instructors at Higher Education

Abstract

Teachers in higher education domain play a decisive role in advancing economic developments as well as nurturing the well-being of the societies. Thus, the issue of university instructors’ commitment and the factors influencing its development should be a compelling priority for higher education administrations. The present study aims to extend the research on teacher organizational commitment by investigating the contribution of job motivation and emotion regulation to teacher commitment at higher education. To this purpose, 135 English as a foreign language (EFL) instructors from different higher education institutes and universities took part in this study. They were requested to complete a battery of three questionnaires: Organizational Commitment Questionnaire (OCQ), Work Tasks Motivation Scale for Teachers (WTMST), and Emotional Regulation Questionnaire (ERQ). Findings demonstrated that both emotion regulation and motivation had a positive significant correlation with teacher organizational commitment. Moreover, findings obtained via regression analysis showed that among job motivation components, identified regulation was the best contributor of teacher organizational commitment. Also, among the subscales of emotion regulation, reappraisal strategy was a better predictor of teacher organizational commitment. Findings are discussed in details with respect to the implications for both theory and practice in higher education.

The relationships between amotivation, employee engagement, introjected regulation, and intrinsic motivation: A double-layered moderated-mediation model

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The Role of EFL/ESL Teachers’ Psychological Empowerment and Optimism on Their Job Commitment

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Probing EFL Teachers' Perceptions of Learners' Success Factors and its Contribution to Their Goal-Orientations and Organizational Commitment

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