Structural Capital’s Contribution to Teacher’s Job Satisfaction: The Mediating Role of Organizational Commitment

Year 2018, , 195 - 203, 15.11.2018

Selcuk Demir

https://doi.org/10.12973/ijem.4.4.195

Abstract

This study analyses the relationships between
schools’ structural capital, teachers’ organizational commitment and job
satisfaction. 32 schools were selected randomly with cluster sampling method
from the primary schools at Hatay city in the 2017-2018 academic year. Of the
300 questionnaires that were distributed, 264 were found to be validated and
taken into analysis. The final structural equation model suggests that schools’
structural capital perceived by teachers is positively related to teachers’ organizational
commitment and job satisfaction. Organizational commitment is a full mediator
in the relationship between structural capital and job satisfaction. Teachers
working at schools which are perceived to have a high level of structural
capital, feel more committed to their school and thereby get satisfied with
their job. School administrators are recommended to invest in promoting the
level of school’s structural capital, if they want teachers to be more
committed and satisfied which are key factors of performance at schools.

Keywords

Structural capital, organizational commitment, job satisfaction, teachers, schools

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