The Importance of the School Functioning as an Organization and Teachers’ Work-Related Well-Being for Teachers’ Organizational Commitment
Articles
Loreta Bukšnytė-Marmienė
Vytautas Magnus University, Faculty of Social Sciences, Department of Psychology
https://orcid.org/0000-0001-9268-2659
Agnė Brandišauskienė
Vytautas Magnus University, Education Academy, Educational Research Institute, Lithuania
https://orcid.org/0000-0002-5187-3739
Jūratė Česnavičienė
Vytautas Magnus University, Education Academy, Teacher Training Institute, Lithuania
https://orcid.org/0000-0001-6405-9173
Aušra Daugirdienė
Vilnius university, Institute of Psychology; Vytautas Magnus University, Educational Research Institute
https://orcid.org/0000-0002-3888-5487
Published 2023-03-06
https://doi.org/10.15388/Psichol.2023.55
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Keywords

organizational commitment
organizational functioning
teachers’ work-related well-being
job satisfaction
job insecurity

How to Cite

Bukšnytė-Marmienė, L. ., Brandišauskienė, A. ., Česnavičienė, J., & Daugirdienė, A. (2023). The Importance of the School Functioning as an Organization and Teachers’ Work-Related Well-Being for Teachers’ Organizational Commitment . Psichologija, 68, 8-23. https://doi.org/10.15388/Psichol.2023.55

Abstract

The successful functioning of any organization depends on one of the most important factors – employees’ organizational commitment. As the modern education system strives to establish the school as an effective organization, it is important to investigate what psychological factors are associated with greater teachers’ organizational commitment. The aim of this study was to determine the implications of the school functioning as an organization and teachers’ wok related well-being for teachers’ organizational commitment. In this study participated 292 teachers. The factors of the school functioning were measured by the Organisational Diagnosis Questionnaire (Preziosi, 1980). Teachers’ work-related well-being was analysed as a continuum of job satisfaction and job insecurity. One of the subscales of the Michigan Organizational Assessment Questionnaire (Cammann et al., 1975) was used to measure job satisfaction. Job insecurity was measured with the Job Insecurity Scale (De Witte, 2000). Teachers’ organizational commitment was measured by the Organisational Commitment Scale (Balfour & Wechsler, 1996). The correlation analysis of the variables revealed that all the factors of the organizational functioning have statistically significant strong positive relationships. It was found that teachers’ work-related well-being is related to the school functioning factors. Teachers’ organizational commitment is related to both teachers’ work-related well-being and organizational functioning factors. A multivariate linear regression analysis found that 35.2 % of teachers’ organizational commitment was predicted by their job satisfaction, relationships, principals’ leadership and teachers’ perceived job insecurity.

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