Drawing on self-determination theory, this study seeks to account for the influence of perceived organisational justice on employees' identification with the organisation and job. In particular, the study examines the mediating mechanism of psychological need satisfaction (PNS) in the relationship between the three forms of perceived organisational justice (procedural, distributive and interactional) and organisational identification as well as job involvement. Integrating the P-E fit literature, this study also investigates the underresearched moderating role of person-organisation (P-O) fit. Our findings demonstrate that PNS fully mediates the relationship between perceived justice and organisational identification as well as job involvement. Further, the direct effects of PNS and the indirect effects of perceived justice on both outcomes are found to be stronger when P-O fit is high.Although both distributive and interactional justice are found to influence PNS, the effect of the commonly investigated procedural justice is not found to be significant. Theoretical and practical implications of the study are discussed along with avenues for future research.
Dynamic business environment often forces many organizations to make change immediately, especially in the current coronavirus disease 2019 (COVID-19) pandemic outbreak. In turn, organizations need to make sure that their members accept and support change. The purpose of this research is to examine the role of supervisory support by using social exchange theory and self-efficacy for change by using social learning theory in predicting the multidimensional of individual readiness for change (i.e., cognition, affection, and intention). Also, this research sought to examine the mediation role of self-efficacy for change in the relationship between supervisory support and individual readiness for change. A total of 96 employees from Islamic Rural Bank in East Java, Indonesia has participated in this research. Partial least square structural equation modelling (PLS-SEM) is employed for analysing research hypotheses and revealed that the higher perceived supervisory support and self-efficacy for change, the higher cognitive, affective, and intentional readiness for change. Finally, this paper recommends several implications that worth considering, both theoretically and practically.
The increasing number of preschools in Malaysia is a good sign of education development in the country. However, certain issues have risen up when each of the preschools offer different types of benefits such as curriculum, ambiance, quality of teachers and facilities that may lead to non-standardised quality of education. This study aims to explore the level of quality of public preschools in Malaysia from parents' perspectives. In Malaysia, there are four different government agencies providing the education that is (1) Jabatan Kemajuan Masyarakat or Community Development Department (local acronym is KEMAS) under Ministry of Rural and Regional Development, (2) Jabatan Perpaduan Negara or National Unity Department (local acronym is PERPADUAN) under the Ministry of National Unity and Social Integration, (3) Ministry of Education and (4) State Islamic Religion Department. Twelve parents who enrolled their children in public preschools were interviewed and the data were analyzed through content analysis. The result shows there are five main factors that constitute the quality of public preschool education in Malaysia, namely (1) school values, (2) school atmosphere, (3) health and wellbeing, (4) teachers and (5) facilities.Abstrak: Pertambahan jumlah prasekolah merupakan satu petanda yang baik kepada pembangunan pendidikan di Malaysia. Namun beberapa isu mula timbul apabila perbezaan jenis prasekolah ini menawarkan perkhidmatan yang berbeza seperti dari segi kurikulum, suasana pembelajaran, kualiti guru dan kemudahan-kemudahan pengajaran dan pembelajaran. Kajian ini bertujuan untuk melihat kualiti prasekolah yang disediakan oleh pihak kerajaan dari kaca mata ibubapa. Di Malaysia, terdapat empat agensi kerajaan yang menawarkan sistem pendidikan prasekolah iaitu (1) Jabatan Kemajuan Masyarakat (KEMAS), (2) Jabatan Perpaduan Negara (PERPADUAN), (3) Kementerian Pelajaran dan (4) Jabatan Agama Islam Negeri. Dua belas orang ibu bapa yang menghantar anak-anak mereka ke prasekolah kerajaan telah ditemubual. Data yang diterima dianalisa menggunakan ‘content analysis’. Dapatan kajian menunjukkan terdapat lima faktor utama yang menyumbang kepada kualiti prasekolah iaitu (1) nilai-nilai sekolah, (2) persekitaran sekolah, (3) kesihatan dan kesejahteraan, (4) guru-guru dan (5) kemudahan-kemudahan.
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