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Psychological needs matter more than social and organizational resources in explaining organizational commitment
Author(s) -
Stan Rosana,
Vîrgă Delia
Publication year - 2021
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/sjop.12739
Subject(s) - organizational commitment , psychology , affective events theory , multilevel model , variance (accounting) , job satisfaction , psychological intervention , conservation of resources theory , social psychology , normative , applied psychology , job performance , job attitude , philosophy , business , accounting , epistemology , machine learning , psychiatry , computer science
This study investigates the effects of psychological needs satisfaction on teacher’s commitment, over and above the impact of social and organizational resources, by building a model based on the Job Demands‐Resources theory, Self‐Determination Theory, and Conservation of Resources Theory. Hierarchical multiple regressions with data obtained from a sample of 301 Romanian teachers (89% women) reveal that psychological needs satisfaction explains a significant amount of variance in teacher commitment, compared to the variance explained by social resources and organizational resources (affective and normative organizational commitment). These results highlight the role of needs’ satisfaction in predicting teachers’ commitment and provide valuable information for practitioners aiming to design interventions to increase teachers’ commitment.

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