To moonlight or not to moonlight: The role of organisational commitment dimensions in secondary employment decisions among higher education teachers

Abstract

This study aims to explore the relationship between organisational commitment dimensions and moonlighting intentions. Using a sample of 189 teachers from various higher educational institutions (HEIs), the study employs Structural Equation Modelling (SEM) to examine the impact of organisational commitment dimensions (affective, continuance, normative) on moonlighting intentions. The results of the study indicate a negative relationship between organisational commitment dimensions and moonlighting intentions, suggesting that higher education institutions can reduce moonlighting intentions among faculty members by fostering a positive work environment that promotes organisational commitment. The findings of this study have implications for organisations, as they suggest that increasing employees' affective and normative commitments decrease their intentions to engage in moonlighting. Additionally, the study highlights the importance of understanding the antecedents of moonlighting intentions, as it can help organisations to implement policies and practices that reduce the likelihood of employee moonlighting.