Self-Esteem, Job Components and Organization Commitment among Teacher

Abstract

The present study aimed to investigate the association of self-esteem and job characteristics with types of organizational commitment (i.e., affective, continuance & normative) among teachers. The present study was conducted in different government academic institutions in Karachi, Pakistan. A total of 310 respondents aged 25 to 40 years (M=33.38; SD= 4.73) were recruited. After a review of the literature, it was hypothesized that self-esteem, salary, coworkers and nature of work would be the predictors of teachers’ affective, continuance and normative organizational commitment. In order to investigate the results, the Rosenberg Self-Esteem Scale (RSES), Organizational Commitment Questionnaire-Revised Version (OCQ-RV) and Pay, Coworkers and Nature of Work Satisfaction Scales (PCNSS) were used. Step wise linear regression analysis was applied to produce the results. Stepwise regression analysis reported self-esteem, coworkers, pay, age and nature of work were found to be significant predictors of affective organizational commitment [R², .37; F (5,304) = 36.10, p<.01]. Further, findings reported self-esteem, age and nature of work were found to be significant predictors of continuance organizational commitment [R², .21; F (3, 306) = 27.25, p< .01]. Moreover, the findings show that self-esteem, age, pay, nature of work and coworkers are the significant predictors of normative organizational commitment among teachers [R², .38; F (5, 304) = 36.70, p< .01). It is concluded that the self-esteem and components of the job (i.e., salary, relationships with coworkers, & nature of work) are the significant predictors of types of organizational commitment (i.e., affective, continuance & normative) among a sample of teachers.