The Interface between Motivational and Emotional Facets of Organizational Commitment among Instructors at Higher Education
Keywords:
Downloads
Abstract
Teachers in higher education domain play a decisive role in advancing economic developments as well as nurturing the well-being of the societies. Thus, the issue of university instructors’ commitment and the factors influencing its development should be a compelling priority for higher education administrations. The present study aims to extend the research on teacher organizational commitment by investigating the contribution of job motivation and emotion regulation to teacher commitment at higher education. To this purpose, 135 English as a foreign language (EFL) instructors from different higher education institutes and universities took part in this study. They were requested to complete a battery of three questionnaires: Organizational Commitment Questionnaire (OCQ), Work Tasks Motivation Scale for Teachers (WTMST), and Emotional Regulation Questionnaire (ERQ). Findings demonstrated that both emotion regulation and motivation had a positive significant correlation with teacher organizational commitment. Moreover, findings obtained via regression analysis showed that among job motivation components, identified regulation was the best contributor of teacher organizational commitment. Also, among the subscales of emotion regulation, reappraisal strategy was a better predictor of teacher organizational commitment. Findings are discussed in details with respect to the implications for both theory and practice in higher education.
Downloads
References
Becker, E.S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions - An experience sampling analysis. Teaching and Teacher Education, 43, 15-26.
Google Scholar CrossrefBernaus, M., & Gardner, R.C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92, 387–401.
Google Scholar CrossrefBernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguaram, 12, 25-36.
Google Scholar CrossrefBoglera, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20, 277-289.
Google Scholar CrossrefBrookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62, 37–60.
Google Scholar CrossrefChang, M.L. (2009). An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers. Educational Psychology Review, 21, 193-218.
Google Scholar CrossrefCardelle-Elawar, M., & Sanz de Acedo Lizarraga, M.L. (2011). Looking at teacher identity through self-regulation. Psicothema, 22(2), 293-298.
Google Scholar CrossrefChi-kin Lee, J., Zhang, Z, & Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and Teacher Education, 27, 820-830.
Google Scholar CrossrefChoi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25, 767-777.
Google Scholar CrossrefDavis, H. A. (2001). The quality and impact of relationships between elementary school students and teachers. Contemporary Educational Psychology, 26, 431–453.
Google Scholar CrossrefDörnyei, Z. (2001). Teaching and researching motivation. Harlow, England: Longman.
Google Scholar CrossrefFernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The Work Tasks
Google Scholar CrossrefMotivation Scale for Teachers (WTMST). Journal of Career Assessment, 16, 256-279.
Google Scholar CrossrefFerneta, C., Austina, S., & Vallerand, R. J. (2012). The effects of work motivation on employee exhaustion and commitment: An extension of the JD-R model. Work & Stress, 26(3), 213-229.
Google Scholar CrossrefGhanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout. International Journal of Pedagogies and Learning, 10 (2), 139-150. DOI: 10.1080/22040552.2015.1113847.
Google Scholar CrossrefGhanizadeh, A., & Moafian, F. (2010). The role of EFL teachers' emotional intelligence in their success. ELT Journal, 64 (4), 424-435. http://dx.doi.org/10.1093/elt/ccp084
Google Scholar CrossrefGhonsooly, B., & Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: A study of Iranian EFL teachers. The Language Learning Journal, 41(1), 68–84.
Google Scholar CrossrefGrouzet, F. M. E., Vallerand, R. J., Thill, E. E., & Provencher, P. J. (2004). From environmental factors to outcomes: a test of an integrated motivational sequence. Motivation and Emotion, 28, 331-346.
Google Scholar CrossrefGross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348–362.
Google Scholar CrossrefHosotani, R., & Imai-Matsumura, K. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. Teaching and Teacher Education, 27, 1039-1048.
Google Scholar CrossrefJaros, S. (2007). Meyer and Allen Model of Organizational Commitment: Measurement Issues. The Icfai Journal of Organizational Behavior, VI(4), 7-26.
Google Scholar CrossrefJo, S. (2014). Teacher commitment: Exploring associations with relationships and emotions. Teaching and Teacher Education, 43, 120-130.
Google Scholar CrossrefJohnson, S., Cooper, C. L., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20, 179 – 187.
Google Scholar CrossrefKöniga, J., & Rothland, M. (2012). Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education. Asia-Pacific Journal of Teacher Education, 40(3), 289-315.
Google Scholar CrossrefLam, S.F., Cheng, R. W.Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20, 487-497.
Google Scholar CrossrefMacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed second language learning (pp. 45-68). Amsterdam: John Benjamins Publishing Company.
Google Scholar CrossrefMaeng, U., & Lee, S. (2015). EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context. Teaching and Teacher Education, 46, 25-36.
Google Scholar CrossrefMeyer, J. P., Becker, T. E., & Van Dick, R. (2006). Social identities and commitments at work: toward an integrative model. Journal of Organizational Behavior, 27, 665-683.
Google Scholar CrossrefMowday, R. R., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224–247.
Google Scholar CrossrefNakata, Y. (2006). Motivation and experience in foreign language learning. Oxford: Peter Lang.
Google Scholar CrossrefPark, I. (2005). Teacher Commitment and its Effects on Student Achievement in American High Schools. Educational Research and Evaluation, 11(5), 461-485.
Google Scholar CrossrefPostareff, L., & Lindblom-Ylänne, S. (2011). Emotions and confidence within teaching in higher education, Studies in Higher Education, 36(7), 799-813.
Google Scholar CrossrefSaunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14, 303-313.
Google Scholar CrossrefSinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79-104.
Google Scholar CrossrefSutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7, 379–398.
Google Scholar CrossrefTrigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40, 607-621.
Google Scholar CrossrefVan Beek, J. A., de Jong, F. P. C. M., Minnaert, A. E. M. G., & Wubbels, Th. (2014). Teacher practice in secondary vocational education: Between teacher-regulated activities of student learning and student self-regulation. Teaching and Teacher Education, 40, 1-9.
Google Scholar CrossrefVanderVoort, D.J. (2006). The Importance of Emotional Intelligence in Higher Education. Current Psychology: Developmental, Learning, Personality, Social, 25(1), 4-7.
Google Scholar CrossrefWatt, H. M. G., & Richardson, P. W. (2007). Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale. The Journal of Experimental Education, 75(3), 167–202.
Google Scholar CrossrefWebster, E., & Hadwin, A. F. (2014). Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective. Educational Psychology, 1-25.
Google Scholar CrossrefYin, H., Lee, J. C. K., Zhang, Z, & Jin, Y. (2013). Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies, and teaching satisfaction. Teaching and Teacher Education. 35, 137-145.
Google Scholar CrossrefZeidner, M., Boekaerts, M., & Pintrich, R.P. (2000). Self-regulation: directions and challenges for future research. In Handbook of Self-Regulation, ed. M. Boekaerts, P.R. Pintrich and M. Zeidner, 749–68. San Diego, CA: Academic Press.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
