Social loafing and teachers’ organizational commitment
Examining the impact of perceived organizational support
Keywords:
Perceived organizational support, Perceived social loafing, Affective, Continuance, Organizational commitment, Affective, Continuance, Organizational commitmentAbstract
Organizational commitment is pivotal for achieving organizational goals. Committed teachers are likely to exhibit positive behavior towards their job and organizational goals. They are more likely to perform beyond the call of duty to meet the students need and the demands of the entire society. Our objective was to investigate whether perceived organizational support would moderate affective and continuance organizational commitment of teachers who have quitting intentions and consequently engages in social loafing. We sampled a total of 538 teachers comprising 129(24%) males and 409(76%) females (ages ranged 20-59 years, M = 40.45 years, SD = 8.68) selected from 21 public secondary schools within Enugu urban region, Nigeria. Three instruments were used for data collection. They include: Perceived Social Loafing Questionnaire (PSLQ), Survey of Perceived Organizational Support (SPOS) and Organizational Commitment Scale (OCS). The study found that there is a negative relationship between perceived social loafing and both affective and continuance organizational commitment. Negative correlations were also identified between perceived organizational support (POS) and affective and continuance organizational commitment. Furthermore, perceived organizational support (POS) was found to have a moderating effect on the relationship between perceived social loafing and affective/continuance organizational commitment. The findings of this study revealed that institutional support for the teachers ignites teaching passion for affective teaching commitment which reduces the extent of social loafing.