Teachers' dual commitment to the organization and occupation: A person-centered investigation

被引：39

作者：

Meyer, John P. ^{[1
,2
]}

Morin, Alexandre J. S. ^{[3
]}

Stanley, Laura J. ^{[4
]}

Maltin, Elyse R. ^{[5
]}

机构：

[1] Univ Western Ontario, Dept Psychol, London, ON N6A 5C2, Canada

[2] Curtin Univ, Curtin Business Sch, Perth, WA, Australia

[3] Concordia Univ, Dept Psychol, Substant Methodol Synergy Res Lab, Montreal, PQ, Canada

[4] Univ N Carolina, Belk Coll Business, Charlotte, NC 28223 USA

[5] JMW Consultants, Vancouver, BC, Canada

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 77卷

关键词：

Three-component model; Organizational commitment; Occupational commitment; Latent profile analyses; Well-being; Turnover; CONTINUANCE COMMITMENT; NORMATIVE COMMITMENT; SELF-DETERMINATION; NEGATIVE AFFECT; WORK; PROFILES; ANTECEDENTS; VALIDATION; CONSTRUCT; WELL;

D O I：

10.1016/j.tate.2018.09.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study extends previous commitment research by applying person-centered analytic techniques to identify and compare profiles of affective, normative, and continuance commitment to the organization and occupation. Latent profile analyses applied to data from 336 Canadian teachers revealed five profiles with unique combinations of the three commitment mindsets across the two targets. Differences observed across profiles in teachers' turnover intention and physical and psychological well-being are used to illustrate the benefits of taking a more holistic approach to the investigation of commitment compared to analyses involving individual targets and/or mindsets. Implications for commitment theory, future research, and practice are discussed. (C) 2018 Elsevier Ltd. All rights reserved.

引用

页码：100 / 111

页数：12

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