Goal Commitment and Performance: An Empirical Study Incorporating Role-Stress Literature to Reveal Functional and Dysfunctional Influences

Abstract

This study integrates the goal-commitment and role-stress literatures in a model to reveal functional and dysfunctional influences of goal commitment on role performance. In a sample of headmasters, we found empirical support for a role-clarifying process suggesting that high commitment reduces role ambiguity and is ultimately positive for role performance. Our model also supports the dysfunctional effect of commitment through a role-complicating process in which commitment drives role overload, which is negative for role performance. By including self-efficacy in our model, we were better able to understand the positive and negative experiences of highly committed individuals. Contributing to the existing literature on role stressors, this study's results indicate that self-efficacy mediates the influences of role stressors on role performance.

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