The purpose of this study was to determine whether or not there is a significant relationship between job satisfaction, job involvement, perceived organizational support, and organizational commitment among educators. A review of the literature revealed there is limited research that examined organizational behaviors among educators. Organizational commitment has been identified as a leading factor impacting an employee’s level of success in various organizations. There remains a gap in the current literature regarding specific attitudinal behaviors influencing organizational commitment across various levels of education. Organizational commitment among educators employed at the primary, secondary, and postsecondary levels was examined. The sample for this study included 900 educators in a southern U.S. state. Based on the social exchange and leader member Exchange theories, this study used a nonexperimental quantitative design. The data were analyzed using three hierarchical multiple regressions. The findings of this study revealed a significant relationship between job satisfaction, job involvement, and organizational commitment. Given the significance of these findings, promotion of dialogue within education could enhance social exchange relations, employee involvement, and educator commitment. Social change implications include the improvement of the educational services and student success outcomes and promotion of the importance of quality workplace exchanges, personal growth, leadership, scholarship, collaboration, and the benefits of a highly committed workforce.
|Commitee:||Dawdy, Gwynne, Trunk, Barry|
|School Location:||United States -- Minnesota|
|Source:||DAI-B 71/04, Dissertation Abstracts International|
|Subjects:||Occupational psychology, Organizational behavior|
|Keywords:||Education improvement, Job involvement, Job satisfaction, Job satisfaction and education, Organizational commitment, Organizational commitment and behaviors, Organizational support, Social exchanges in the workplace|
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