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1
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Relations between organizational commitment and demographic factors: a research in banking sector

100%
Dogar N.
Academicus. International Scientific Journal
|
2014
|
issue 10
103-115
EN
Aim of this research is to answer if organizational commitment changes according to demografic factors. Inputs gained from 200 person sample group from banking sector. According to the analysis it is found that affective and continuance commitment increases with age and job experience, and all componenets of commitment increase according to time in the last job. With the results derived from analysis, research’s support to organizational theory is discussed and some advices put forward.
2
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The relationship between teachers' sense of efficacy and organizational commitment at Colleges in Pakistan

86%
Shafiq M.
e-mentor
|
2023
|
vol. 99
|
issue 2
31-38
EN
This study explores the relationship between teachers’ sense of efficacy and their organizational commitment at colleges in Pakistan. It was conducted on a sample comprising 494 public-sector Pakistani college teachers. Tschannen-Moran and Hoy (2001) developed the teachers’ sense of efficacy scale, and John P. Meyer and Natalie J. Allen's developed organizational commitment scale (1991) was applied to collect the data. Hypotheses were tested using the Pearson Product Moment formula. The effects of the factors of the teachers’ sense of efficacy on organizational commitment were determined using the Regression Analysis. It was determined that a higher degree of teachers’ sense of efficacy enhances organizational commitment, as highlighted by a significant positive correlation between the teachers’ sense of efficacy and organizational commitment. There was a significant positive correlation between three factors of the teachers’ sense of efficacy scale and three components of organizational commitment of college teachers. It was also established that the teachers’ sense of efficacy can predict organizational commitment. The study shows that teachers’ sense of efficacy must be considered when selecting and training prospective teachers. To become efficient and effective, teaching organizations must pay considerable attention to monitoring and boosting the positive Sense of self-efficacy among their teaching staff.
3
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Enthusiasts or Trapped? Relations Between Organizational Commitment Profiles, Organizational Citizenship Behavior and Life Satisfaction

86%
Spik A.
Journal of Entrepreneurship, Management and Innovation
|
2016
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vol. 12
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issue 1
7-34
EN
The aim of this article is to investigate the relationship between organizational commitment profiles and organizational citizenship behavior (OCB) and life satisfaction. To complete these goals three studies were conducted. The research involved the cultural adaptation of the internationally accepted standard Organizational Commitment Questionnaire and the development of the Organizational Citizenship Behavior Questionnaire. The first study (N=40) focused on the validation of translation and cultural adaptation of the Organizational Commitment Questionnaire (Meyer & Allen, 1991, 1997). The second study (N=222) was aimed at confirming the factor structure and psychometric properties of the Organizational Commitment Questionnaire – Polish version. In the third study (N=42) the Organizational Citizenship Behavior Questionnaire was obtained. In the next study (N=503) the main research hypotheses were examined. Five clusters were identified using k-means cluster analysis. These were labeled: Non-committed, Neutrals, Enthusiasts, Trapped and Devoted. Analysis of variance results indicated that Enthusiasts and Devoted demonstrated the highest levels of OCB and high levels of life satisfaction. The Non-committed profile showed the lowest level of OCB combined with low levels of life satisfaction.
4
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Assessing the organizational commitment, subjective vitality and burnout effects on turnover intention in private universities

72%
Parmar V., Channar Z. A., Ahmed R. R., Streimikiene D., Pahi M. H., Streimikis J.
Oeconomia Copernicana
|
2022
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vol. 13
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issue 1
251-286
EN
Research background: Faculties of private universities are under immense working pressure, which causes stress and burnout. The job burnout triggers the psychological pressure, which increases the turnover intention.  Purpose of the article: The undertaken study aims to evaluate the scale of burnout with its three-element model, which affects faculty members of private universities of Pakistan. This research also aims to examine the mediating effect of organizational commitment (e.g., affective, normative & continuance commitments), and moderating influence of subjective vitality in a relationship of job burnout and its constituents, for example exhaustion, efficacy & cynicism, and the turnover intention. Methods: The 712 responses were collected through a structured questionnaire from the junior and senior faculty members of private universities of Pakistan. The data was examined by using second order partial least square - structural equation approach - PLS-SEM. Findings & value added: The research findings exhibited that emotional exhaustion, cynicism, and professional efficacy have a direct significant influence on job burnout. The findings further demonstrated that the job burnout has a cogent and negative impact on faculty turnover intention. The findings demonstrated that elements of organizational commitment (e.g., normative, affective & continuance commitments) have a forceful serial mediating influence between burnout & its constituents for example exhaustion, efficacy & cynicism, and turnover intention. Finally, the findings have revealed that subjective vitality has a significant and positive impact as a moderating variable in a relationship between job burnout and turnover intention. This research has a long-term theoretical contribution, as it provides a novel conceptual framework, which can be replicated in different industries. Thus, this unique model provides the solution to reduce employees' turnover for other industries as well. 
5
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Zaufanie organizacyjne a przywiązanie normatywne

72%
Lewicka D., Karp-Zawlik P., Pec M.
Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia
|
2017
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vol. 51
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issue 3
EN
The purpose of this study is to investigate the impact of the institutional, vertical and horizontal trust upon normative and normative team commitment. The survey of 501 randomly selected employees was conducted in Poland. The method of multiple regression analysis was used in order to test hypotheses on the impact of different of types organizational trust on the normative and normative team commitment. The results indicate that the horizontal trust exerts the greatest influence on both types of normative commitment. Impact of institutional trust on normative team commitment has not been confirmed.
PL
Celem artykułu jest zbadanie wpływu zaufania instytucjonalnego, wertykalnego oraz horyzontalnego na przywiązanie normatywne i normatywne zespołowe. Badanie zostało przeprowadzone w Polsce wśród 501 losowo wybranych pracowników. Metoda analizy regresji wielokrotnej została wykorzystana w celu weryfikacji hipotez o wpływie poszczególnych rodzajów zaufania organizacyjnego na przywiązanie normatywne i normatywne zespołowe. Uzyskane wyniki wskazują, że zaufanie horyzontalne wywiera największy wpływ na oba rodzaje przywiązania normatywnego. Nie potwierdzono wpływu zaufania instytucjonalnego na przywiązanie normatywne zespołowe.
6
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Zaangażowanie organizacyjne a dzielenie się wiedzą na różnych etapach edukacyjnych

58%
Wziątek-Staśko A., Michalik I.
e-mentor
|
2024
|
vol. 103
|
issue 1
55-63
EN
Organisational commitment and knowledge sharing enjoy unflagging interest in the modern world. Due to the benefits of a high level of organisational commitment and knowledge sharing, this issue is important for scientific and educational development. The aim of the publication is to determinate the relationship between organisational commitment and knowledge sharing in the teachers' community, in the context of the educational stage at which they work. The basis for the functioning of education involves the commitment of teachers who, by creating, distributing and using their knowledge and ideas, are the foundation of their schools. The publication was based on the results of previous research, conducted in the form of literature studies and empirical research using quantitative methods in a group of 494 teachers working at various stages of education. The results of the empirical research showed the impact of the educational stage on the relationship between organisational commitment and knowledge sharing among the respondents surveyed. Statistically significant positive correlations between normative commitment and all indicators of knowledge sharing were found in the group of teachers working in secondary and post-secondary schools. A relationship was identified between organisational commitment in the following three components: affective, continuance and normative commitment, and teachers' knowledge sharing based on a moderator in the form of an educational stage.
PL
Zaangażowanie organizacyjne oraz dzielenie się wiedzą cieszą się niesłabnącym zainteresowaniem w nowoczesnym świecie. Z uwagi na korzyści płynące z wysokiego poziomu zaangażowania organizacyjnego oraz dzielenia się wiedzą zagadnienie to jest istotne dla nauki oraz rozwoju edukacji. Celem publikacji jest określenie relacji pomiędzy zaangażowaniem organizacyjnym, w jego trzech komponentach, a dzieleniem się wiedzą w kontekście etapu edukacyjnego, na którym pracują nauczyciele. Podstawą funkcjonowania edukacji jest zaangażowanie nauczycieli, którzy zajmując się tworzeniem, dystrybucją i wykorzystaniem własnej wiedzy i idei, stanowią fundament swoich szkół. Publikacja ma charakter teoretyczno-empiryczny. Powstała na podstawie studiów literatury tematu oraz wyników autorskich badań empirycznych przeprowadzonych z zastosowaniem metod ilościowych w grupie 494 nauczycieli pracujących na różnych etapach edukacyjnych. Wyniki badań empirycznych wykazały wpływ etapu edukacyjnego na relację pomiędzy zaangażowaniem organizacyjnym a dzieleniem się wiedzą pośród respondentów. Istotne statystycznie, dodatnie zależności pomiędzy zaangażowaniem normatywnym a wszystkimi wskaźnikami dzielenia się wiedzą stwierdzono w grupie nauczycieli pracujących w starszych klasach szkół podstawowych oraz w szkołach ponadpodstawowych. Zidentyfikowano relację pomiędzy zaangażowaniem organizacyjnym w trzech komponentach: zaangażowania afektywnego, trwania oraz normatywnego a dzieleniem się wiedzą nauczycieli na podstawie moderatora w postaci etapu edukacyjnego.
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