期刊名称：International Journal of Business Administration
印刷版ISSN：1923-4007
电子版ISSN：1923-4015
出版年度：2016
卷号：7
期号：4
页码：p33
DOI：10.5430/ijba.v7n4p33
语种：English
出版社：Sciedu Press
摘要：Owing to its effect on teacher performance, absenteeism, retention, and turnover, organizational commitment has received great attention over the past three decades. The concept offers an explanation for employees’ anxiety, inefficiency, and carelessness during work. This study has focused on Sadat educational primary public school directory, in Menoufia, Egypt to determine the main factors affecting the level of teachers’ affective, continuance, and normative commitment by conducting semi-structured interviews and a set questionnaire. It was found that teachers’ normative commitment is higher than both their affective and continuance commitment. Furthermore, the analysis of the interviews showed that workplace spirituality dimensions, cultural diversity aspects, uncertainty issues, and organizational culture traits are the main determinants of teachers’ organizational commitment.
其他摘要：Owing to its effect on teacher performance, absenteeism, retention, and turnover, organizational commitment has received great attention over the past three decades. The concept offers an explanation for employees’ anxiety, inefficiency, and carelessness during work. This study has focused on Sadat educational primary public school directory, in Menoufia, Egypt to determine the main factors affecting the level of teachers’ affective, continuance, and normative commitment by conducting semi-structured interviews and a set questionnaire. It was found that teachers’ normative commitment is higher than both their affective and continuance commitment. Furthermore, the analysis of the interviews showed that workplace spirituality dimensions, cultural diversity aspects, uncertainty issues, and organizational culture traits are the main determinants of teachers’ organizational commitment.
