The impact of teachers’ organizational silence on job performance: a serial mediation effect of psychological empowerment and organizational affective commitment

Yao, Jihai; Xiang, Xiao-Tong; Shen, Lei

doi:10.1080/02188791.2022.2031869

Cited by 10 publications

(11 citation statements)

References 32 publications

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“…Sungu et al (2020) found commitment (normative and affective) was positively related to JP, while the continuance dimension of commitment was not associated with performance. Other studies (Shao et al, 2022;Yao et al, 2022) report that OC has a direct correlation with JP. Yao et al (2022) found that teachers who have a low level of proof of identity in their work at school are not motivated to add value to school goals or pursue their own needs and desires.…”

Section: Organizational Commitment and Teacher Performancementioning

confidence: 87%

“…Other studies (Shao et al, 2022;Yao et al, 2022) report that OC has a direct correlation with JP. Yao et al (2022) found that teachers who have a low level of proof of identity in their work at school are not motivated to add value to school goals or pursue their own needs and desires. This will lower teachers' degree of engagement with the work, which will lower their performance.…”

Section: Organizational Commitment and Teacher Performancementioning

confidence: 87%

“…The association between staff OC and their JP is indecisive, as empirical studies indicate both positive (Ochoa Pacheco et al, 2023;Shao et al, 2022, Sungu et al, 2020Yao et al 2022) and negative (Leiter & Maslach, 1988) relationships. Studies have found that JP is one of the main causes of OC, since highly committed workers will commonly exert a great deal of energy on a given task (Shao et al, 2022, Sungu et al, 2020Yao et al, 2022). Sungu et al (2020) found commitment (normative and affective) was positively related to JP, while the continuance dimension of commitment was not associated with performance.…”

Section: Organizational Commitment and Teacher Performancementioning

confidence: 99%

“…Teacher JP is affected by several factors. For instance, teacher JP depends upon their OC (Ochoa Pacheco et al, 2023;Shao et al, 2022;Yao et al, 2022). It is the duty of the leadership teams to reinforce teachers and encourage their commitment to the school.…”

Section: Introductionmentioning

confidence: 99%

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Relationship between Pedagogical Leadership and Teachers' Job Performance as Mediated by Organizational Commitment

Berhanu

2023

IJLTER

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To facilitate an in-depth understanding of how leadership styles affect teachers’ job performance, it is essential to understand mediating variables and their impacts on the performance of teachers. This research investigated the association between commitment, pedagogical leadership and teacher performance. It used a correlational research design involving the 539 teachers from Gozamin and Dembecha districts, Ethiopia. First, fitness of the models was confirmed via confirmatory factor analysis. There were a modest to high, significant and positive relationships between pedagogical leadership, teachers’ performance, and their commitment. Pedagogical leadership positively predicted the commitment of teachers, which enhanced job performance. The study found that pedagogical leadership was a protective factor that had an indirect influence on indices of teacher job performance via commitment. This paper adds significantly to the theory and literature on teacher performance by associating it with leadership style and commitment in the Ethiopian situation. In a practical sense, the study results are anticipated to be important for school principals and policymakers to monitor teachers’ job performance, thus, maximizing their contribution as experiential educators at schools, to ensure quality education for all (SDG 4).

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Section: Organizational Commitment and Teacher Performancementioning

confidence: 87%

Section: Organizational Commitment and Teacher Performancementioning

confidence: 87%

Section: Organizational Commitment and Teacher Performancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Relationship between Pedagogical Leadership and Teachers' Job Performance as Mediated by Organizational Commitment

Berhanu

2023

IJLTER

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“…These are Affective commitment, normative commitment and Continuance commitment. Hearted connection of worker with university, the identity of the university and the wish to remain in university are found in Affective commitment (Yao, Xiang et al 2022). Teachers with high affective commitment volunteer to live in the university.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Organizational Silence and Commitment of Employees at University Level

Afzal¹,

Munir²,

Naz³

et al. 2022

SRJ

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The purpose of this study was to find out the level and reasons of Silence and commitment of employees. This study also identified relationship between organizational silence (OS) and commitment of university employees. All teachers of three universities of Division Sahiwal were used as a population. Two questionnaires were used to measure teachers’ demographic characteristics, their silence level and reasons and their commitment level and reasons. In this research data were collected from 420 teachers from three universities of Division Sahiwal. After completion of data collection, data were analyzed by using SPSS. Cronbach’s Alpha coefficient test was used to find out the reliability of instrument. Independent sample t-test, and Pearson -correlation test were also used for analysis of data. With reference to effects of demographic variables it was found that gender, marital status and locality have different mean regarding to silence and commitment of teachers. But faculty has variation only in teachers’ commitment. The result of this study explored a strong positive relationship between organizational silence and commitment of employees at universities. It was recommended that Administration of university may provide such environment for teachers in which they feel in university as a part of a family and share their own ideas, feeling and knowledge without any fear. HEC may arrange a training centre for teachers in the institute of all rank for knowing teachers issues regarding silent behavior in university.

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Work Stress and Organizational Commitment: A Case Study of Al Wisam International School in the Kingdom of Bahrain

Ateeq,

Abro,

Milhem

et al. 2024

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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The impact of teachers’ organizational silence on job performance: a serial mediation effect of psychological empowerment and organizational affective commitment

Cited by 10 publications

References 32 publications

Relationship between Pedagogical Leadership and Teachers' Job Performance as Mediated by Organizational Commitment

Relationship between Pedagogical Leadership and Teachers' Job Performance as Mediated by Organizational Commitment

Relationship between Organizational Silence and Commitment of Employees at University Level

Work Stress and Organizational Commitment: A Case Study of Al Wisam International School in the Kingdom of Bahrain

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