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ERIC Number: ED567611
Record Type: Non-Journal
Publication Date: 2013
Pages: 149
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-2446-3
ISSN: N/A
The Effect of Perceived Organizational Support and Perceived Organizational Politics on Teacher Commitment: An Analysis of Public and Non-Public Secondary Schools
Sides, Scott M.
ProQuest LLC, Ed.D. Dissertation, University of Arkansas at Little Rock
The purpose of the current research was to comparatively explore and document similarities and differences in POS, POP, and teacher commitment within the two school settings (public and non-public) by analyzing the perceptions of teachers within secondary school settings within a mid-south state. Surveys were sent to teachers for completion. After the removal of seven outliers, 351 teacher surveys were included (public school teacher n = 243, non-public school teacher n = 108). To discern whether POS and POP significantly predicted organizational commitment (affective, continuance, and normative) of teachers and how these constructs differed within the school settings (public and non-public), canonical correlation, MANOVA, and hierarchical regression were the data analysis techniques. Perceived organizational support followed by two of three subscales of POP ("go ahead to get along" and "general political behaviors") were most influential in predicting affective commitment for teachers in both public and nonpublic schools, and all three POP subscales (general political behaviors, go ahead to get along, and pay and promotions policies) were negatively related to affective commitment for both schooling types (public and non-public). In each statistical analysis, POS and affective commitment were most strongly related for both groups (public and nonpublic). Significant differences within the school settings (public and non-public) were identified in POS, POP subscales (general political behaviors, go along to get ahead, and pay and promotions policies) and in two of three organizational commitment subscales (affective and continuance commitment). Schooling type (public and non-public) explained 17% of composite score differences. Overall, POS and affective commitment were higher for non-public teachers, while each of the three subscales of POP and continuance commitment were higher for public school teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A