THE MEDIATING EFFECT OF ORGANIZATIONAL COMMITMENT ON THE RELATIONSHIP BETWEEN WORK ENVIRONMENT AND TEACHER ENGAGEMENT
DOI:
https://doi.org/10.46827/ejes.v11i11.5661Parole chiave:
education, organizational commitment, work environment, teacher engagement, teachers, mediating effect, PhilippinesAbstract
This study sought to ascertain the role of organizational commitment in moderating the link between the work environment and teacher engagement. Data were collected from 300 respondents who are public elementary school teachers of the public schools in Baganga North and South District, Division of Davao Oriental, Region XI, Philippines, using a quantitative, non-experimental design using a correlational approach. The researcher collected data through a survey method and a universal sampling approach. Additionally, the researcher used the Pearson r, Medgraph employing the Sobel z-test, and mean statistical methods. According to the study's findings, organizational commitment and teacher engagement have very high levels of mean scores, while the work climate has a high level of mean scores. A significant association between organizational commitment and teacher engagement, a significant relationship between organizational commitment and work environment, and a significant relationship between work environment and teacher engagement were also found, according to the data. Further investigation found that the association between the work environment and teacher engagement was fully mediated concerning the impact of organizational commitment. Creating a positive workplace culture would boost teachers' organizational commitment, raising their work engagement in the classroom.
Article visualizations:
Riferimenti bibliografici
Agrawal, S. (2015). Lack of teacher engagement linked to 2.3 million missed workdays. Retrieved from https://news.gallup.com/poll/180455/lack-teacher-engagement-linked-million-missed-workdays.aspx
Akdemir, Ö. A. (2019). The effect of teacher burnout on organizational commitment in Turkish context. Journal of Education and Training Studies, 7(4): 171-179. Retrieved from https://www.researchgate.net/publication/331874368_The_Effect_of_Teacher_Burnout_on_Organizational_Commitment_in_Turkish_Context
Bandura, A. (1993). Social cognitive theory in cultural context. Applied Psychology, 51(2), 269-290.
Bashir, B., & Gani, A. (2020). Correlates of organizational commitment among university teachers in India: An empirical investigation. Asia-Pacific Journal of Management Research and Innovation, 16(1), 7-20. Retrieved from https://www.researchgate.net/publication/339056214_Correlates_of_Organisational_Commitment_Among_University_Teachers_in_India_An_Empirical_Investigation
Bergdahl, N. (2022). Teachers’ understanding of engagement in hybrid, remote and distance education. [L¨araresf¨orståelseavengagemangi hybrid-, fj¨arr, ochdistansundervisning]. PedagogiskforskningiSverige. Retrieved from https://www.researchgate.net/publication/365626895_Social_Engagement_in_Distance_Remote_and_Hybrid_Learning
Chen, T. J., & Wu, C. M. (2020). Can newcomers perform better at hotels? Examining the roles of transformational leadership, supervisor-triggered positive affect, and perceived supervisor support. Tourism Management Perspectives, 33, 100587. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S2211973619301199
Chib, S. (2016). Study on organizational commitment and workplace empowerment as predictors of organization citizenship behavior. Scholedge International Journal of Management & Development, 3(3), 63-73. Retrieved from https://www.researchgate.net/publication/301246098_Study_on_organizational_commitment_and_workplace_empowerment_as_predictors_of_organization_citizenship_behaviour
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Gould, T. (2016). Professional development positively effects engagement and retention, study says. Retrieved from https://www.hrmorning.com/articles/professional-development-positively-effects-engagement-and-retention-study-says/
Güler, A. (2016). Increasing the effectiveness of UNHCR’s 4Rs activities in Afghanistan: Compliance, national capacity and domestic actors. PERCEPTIONS: Journal of International Affairs, 21(3), 1-32. Retrieved from https://dergipark.org.tr/en/pub/perception/issue/48957/624571
Hagger, M. S., & Chatzisarantis, N. L. D. (2016). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research, 86, 360-407. doi: 10.3102/0034654315585005
Hakanen, J., Bakker, A., &Schaufeli, W. (2018). Burnout and work engagement among Teachers. Journal of School Psychology, 43(1), 495-513. Retrieved from https://psycnet.apa.org/buy/2017-06341-001
Hanaysha, J. (2016). Testing the effects of employee engagement, work environment, and organizational learning on organizational commitment. Procedia-Social and Behavioral Sciences, 229, 289-297. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042816310746
Huang, G., Zhang, Y., Zhang, X., & Long, L. (2021). Job insecurity, commitment and proactivity towards the organization and one’s career: Age as a condition. Human Resource Management Journal, 31(2), 532–552. Retrieved from https://psycnet.apa.org/record/2021-38676-009
Irawan, F., & Ie, M. (2022). The effect of work environment and job satisfaction on employee organizational commitment. In 3rd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2021) (pp. 1452-1457). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/ticash-21/125973245
Jones, R., & Thomas, L. (2016). Promoting social engagement. Retrieved from https://lizthomasassociates.co.uk/projects/2018/Commuter%20student%20engagement.pdf
Kim, W., Kim, J., Woo, H., Park, J., Jo, J., Park S. H., & Lim, S. Y. (2017). The relationship between work engagement and organizational commitment: proposing research agendas through a review of empirical literature. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/1534484317725967
Kirkpatrick, A. (2007). Teaching English across cultures: what do English language teachers need to know to know how to teach English. EA Journal, 23(2), 20-36. Retrieved from https://core.ac.uk/download/pdf/143879198.pdf
Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement: development of the engaged teachers scale (ETS). Frontline Learning Research, 2, 33–52. Retrieved from https://files.eric.ed.gov/fulltext/EJ1090832.pdf
Kuncoro, T., & Dardiri, A. (2017). Teacher performance and work environment in the instructional process in vocational school. In AIP Conference Proceedings (Vol. 1887, No. 1, p. 020043). AIP Publishing LLC. Retrieved from https://www.researchgate.net/publication/320130175_Teacher_performance_and_work_environment_in_the_instructional_process_in_vocational_school
Ljubetić, M. (2023). Sources and components of professional stress from a teacher’s perspective. Perspectives on Teacher Education and Development, 39. Retrieved from https://www.researchgate.net/profile/Mateja-Ploj-Virtic/publication/369926446_The_Views_and_Perceived_Experiences_of_Prospective_Primary_and_Subject_Teachers_on_Forced_Remote_Education_During_the_Second_COVID-19_Lockdown/links/6434f94cad9b6d17dc4d38a4/The-Views-and-Perceived-Experiences-of-Prospective-Primary-and-Subject-Teachers-on-Forced-Remote-Education-During-the-Second-COVID-19-Lockdown.pdf#page=49
Meyer, J. P., Stanley, D. J., Jackson, T. A., McInnis, K. J., Maltin, E. R., & Sheppard, L. (2012). Affective, normative, and continuance commitment levels across cultures: A meta-analysis. Journal of Vocational Behavior, 80(2), 225–245. Retrieved from https://psycnet.apa.org/record/2012-06079-002
Meyer, D. K., & Turner, P. (2016). Emotion regulation in K–12 classrooms. In Handbook of social influences in school contexts (pp. 192-207). Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315769929-15/emotion-regulation-k%E2%80%9312-classrooms-debra-meyer
Muhammad, N., & Chaudhary, A. H. (2020). Relationship of teachers' empowerment and organizational commitment at secondary school level in Punjab. Bulletin of Education and Research, 42(2), 69-80. Retrieved from https://pu.edu.pk/images/journal/ier/PDF-FILES/5_42_2_20.pdf
Nanto, Z., & Özan, M. B. (2020). Investigation of teachers' perceptions of work engagement through some variables. African Educational Research Journal, 8, 124-133. Retrieved from https://www.netjournals.org/pdf/AERJ/2020/S3/20-079.pdf
Park, S., Kang, H. S. T., & Kim, E. J. (2018). The role of supervisor support on employees’ training and job performance: An empirical study. European Journal of Training and Development, 42, 57–74. https://eric.ed.gov/?id=EJ1175933
Pimploi, T., Patsara, S., Li, H., &Aongart, A. (2020). The influence of work-related supports on employee engagement in the pharmaceutical industry in Thailand. Systematic Review Pharmacy, 11(2), 576-585. Retrieved from https://www.researchgate.net/publication/366076732_The_Influence_of_Employee's_Engagement_Workload_and_Personality_Traits_on_Work_Life_Balance_Among_Employees_of_Oil_Gas_Company_in_Kuala_Lumpur_during_COVID-19
Pitaloka, E., & Paramita, I. S. (2014). The effect of work environment, job satisfaction, organization commitment on OCB of internal auditors. International Journal of Business, Economics and Law, 5(2), 10-18. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/46761177/BUS-40-Antecedent-And-Conequence-Of-Internal-Auditors-Job-Satisfacation-And-Organization-Commitment-libre.pdf
Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of Applied Psychology, 59(5), 603–609.
Saravanan, S., Balasubramanian, P., & Chandar, S. S. (2012). Job satisfaction among Librarians in Tirunelveli District, Tamil Nadu: A Study. Asian Journal of Information Science & Technology (AJIST), 2(1). Retrieved from https://www.indianjournals.com/ijor.aspx?target=ijor:sjim&volume=48&issue=3&article=007
Saucier, D. A., Miller, S. S., Jones, T. L., & Martens, A. L. (2022). Trickle down engagement: Effects of perceived teacher and student engagement on learning outcomes. International Journal of Teaching and Learning in Higher Education, 33(2), 168-179. Retrieved from https://isetl.org/ijtlhe/pdf/IJTLHE3984.pdf
Silva, T., Zhang, M., Ma, J., Liu, Z., & Sun, J. (2016). A research analytics framework‐supported recommendation approach for supervisor selection. British Journal of Educational Technology, 47(2), 403-420. Retrieved from https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12244
Wentzel, K. R., Muenks, K., McNeish, D., and Russell, S. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study. Contemp. Educ. Psychol., 49, 32–45. doi: 10.1016/j.cedpsych.2016.11.002
Zhong, Y., and Li, S. (2020). The influence of online teachers’ teaching engagement on students’ learning performance: From the perspectives of teachers and students. Open Educ. Res., 26, 99–110. Retrieved from https://scholar.google.com/scholar_lookup?title=The+influence+of+online+teachers%E2%80%99+teaching+engagement+on+students%E2%80%99+learning+performance%3A+From+the+perspectives+of+teachers+and+students&author=Y.+Zhong&author=S.+Li&publication_year=2020&journal=Open+Educ+Res&pages=99-110
Dowloads
Pubblicato
Fascicolo
Sezione
Licenza
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
