COMMITMENT AND PERCEIVED ORGANIZATIONAL SUPPORT

Abstract

This article evaluated the natures of professional and organizational commitment in a sample of both elementary and secondary teachers. Also examined was the relationship of both commitment and perceived organizational support to a variety of self-reported attitudes and behavior possibilities. The author deals with the topic in a comprehensive manner. The body of literature in industrial/organizational psychology represents a potentially fruitful domain of theory and research that may be applied to understanding the relationship between teachers and the schools in which they are employed. Work within this perspective includes the constructs of organizational commitment and perceived organizational support, both of which focus on the connection between an individual employee and the organization or profession with which he or she is associated. Although numerous studies testify to the potentially positive organizational benefits of these variables, questions about the influence of commitment and perceived organizational support within a professional population remain. The present study evaluated the nature of professional and organizational commitment in a sample of both elementary and secondary school teachers, and examined the relationship of both commitment and perceived organizational support to a variety of self-reported attitudes and behavioral possibilities.

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