Document Type : Research Article (s)
Authors
1 Quality Improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, IR Iran
2 Kharazmi University, Tehran, IR Iran
Abstract
Background: Organizational commitment is one of the most popular work attitudes, studied by the researchers. The high levels of employee commitment lead to several important outcomes at individual and organizational levels. Therefore, it is crucial to identify the factors that influence organizational commitment, with special reference to organizational health.
Objectives: The purpose of this study is to examine the relationship between schools’ organizational health and teachers’ organizational commitment in Shiraz high schools.
Patients and Methods: The statistical population consisted of Shiraz secondary school male teachers. The multistage cluster random sampling method was used to select 250 subjects based on Kersji and Morgans’ table (1978). The organizational health inventory (OHI) was used to measure the health of secondary schools. An organizational commitment scale was then utilized to measure teachers’ organizational commitment. One-Sample T- test, Pearson correlation and multiple regression tests were used for data analysis.
Results: The findings indicated that schools’ organizational health and its dimensions including institutional integrity, consideration, resource support, morale and academic emphasis were at moderate level, but the initiating structure and principal influence were at low level. Also, teacher’s commitment and its dimensions (emotional commitment and continuance commitment) were at moderate level and normative commitment was at high level. The results showed that the correlation between schools’ organizational health and teachers’ commitment was 0.64, and the correlation coefficients between teachers’ commitment and institutional integrity, initiating structure, consideration, principal influence, resource support, morale and academic emphasis were 0.56, 0.44, 0.42, 0.22, 0.26, 0.16 and 0.65, respectively. The results indicated that the correlation between schools’ organizational health and emotional commitment, continuance commitment, and normative commitment were 0.62, 0.32, and 0.66, respectively. Finally, five dimensions of school health- institutional integrity, initiating structure, resource support, morale and academic emphasis positively predicted teacher commitment.
Conclusions: The results of the present study are discussed with regard to developing the organizational health of schools and improving the organizational commitment of teachers. In other words, it can be concluded that teachers in a healthy school are committed to teaching and learning.
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