Examining Perceived Organizational Support and Teacher Empowerment
Abstract
This study aimed to investigate influence of perceived organizational support (POS) and teacher empowerment on teacher organizational commitment with job satisfaction as mediating construct. Study conducted on Institut Agama Islam Negeri (IAIN) Pontianak, west Borneo, Indonesia. Participant are teacher student on professional education and training program/Pendidikan Profesi Guru (PPG) at Institut Agama Islam Negeri Pontianak. Questionnaire used for collecting data. Findings reveal that the influence of perceived organizational suport (POS) on organizational commitment (OC) are not signifikan, but became positive significant while job satisfaction as mediating variable. perceived organizational suport (POS) positively predict job satisfaction. Islamic educational institutions are advised to increase teacher job satisfaction, because it relates to their organizational commitment to educational institutions.
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References
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[3] Ahrari, S., Roslan, S., Zaremohzzabieh, Z., Mohd Rasdi, R., & Abu Samah, A. (2021). Relationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1898737
[4] Akgunduz, Y., Alkan, C., & Gök, Ö. A. (2018). Perceived organizational support, employee creativity and proactive personality: The mediating effect of meaning of work. Journal of Hospitality and Tourism Management, 34, 105-114. https://doi.org/https://doi.org/10.1016/j.jhtm.2018.01.004
[5] Akgunduz, Y., & Sanli, S. C. (2017). The effect of employee advocacy and perceived organizational support on job embeddedness and turnover intention in hotels. Journal of Hospitality and Tourism Management, 31, 118-125. https://doi.org/https://doi.org/10.1016/j.jhtm.2016.12.002
[6] Al-Omar, H. A., Arafah, A. M., Barakat, J. M., Almutairi, R. D., Khurshid, F., & Alsultan, M. S. (2019). The impact of perceived organizational support and resilience on pharmacists’ engagement in their stressful and competitive workplaces in Saudi Arabia. Saudi Pharmaceutical Journal, 27(7), 1044-1052. https://doi.org/https://doi.org/10.1016/j.jsps.2019.08.007
[7] Allen, D. G., Shore, L. M., & Griffeth, R. W. (2003). The Role of Perceived Organizational Support and Supportive Human Resource Practices in the Turnover Process. Journal of Management, 29(1), 99-118. https://doi.org/https://doi.org/10.1016/S0149-2063(02)00222-2
[8] Allen, G. W., Attoh, P. A., & Gong, T. (2017). Transformational leadership and affective organizational commitment: mediating roles of perceived social responsibility and organizational identification. Social Responsibility Journal, 13(3), 585-600. https://doi.org/10.1108/SRJ-11-2016-0193
[9] Bashir, B., & Gani, A. (2020). Testing the effects of job satisfaction on organizational commitment. Journal of Management Development, 39(4), 525-542. https://doi.org/10.1108/JMD-07-2018-0210
[10] Bashir, N., & Long, C. S. (2015). The relationship between training and organizational commitment among academicians in Malaysia. Journal of Management Development, 34(10), 1227-1245. https://doi.org/10.1108/JMD-01-2015-0008
[11] Bibi, A., Khalid, M. A., & Hussain, A. (2019). Perceived organizational support and organizational commitment among special education teachers in Pakistan. International Journal of Educational Management, 33(5), 848-859. https://doi.org/10.1108/IJEM-12-2017-0365
[12] Bogler, 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(3), 277-289. https://doi.org/https://doi.org/10.1016/j.tate.2004.02.003
[13] Bolin, F. (2007). A study of teacher job satisfaction and factors that influence it. Chinese Education & Society, 40(5), 47-64.
[14] Braga, L., Jones, E., Bulger, S., & Elliott, E. (2017). Empowering teachers to implement innovative content in physical education through continuous professional development. Teacher Development, 21(2), 288-306. https://doi.org/10.1080/13664530.2016.1235608
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[19] Dee, J. R., Henkin, A. B., & Duemer, L. (2003). Structural antecedents and psychological correlates of teacher empowerment. Journal of Educational Administration, 41(3), 257-277. https://doi.org/10.1108/09578230310474412
[20] Dou, D., Devos, G., & Valcke, M. (2017). The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment. Educational Management Administration & Leadership, 45(6), 959-977. https://doi.org/10.1177/1741143216653975
[21] Eisenberger, R., Cummings, J., Armeli, S., & Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812.
[22] Erawan, P. (2008). Teacher empowerment and developing a curricular management system in municipal schools using cooperation between University and Municipality in Thailand. Asia Pacific Journal of Education, 28(2), 161-176. https://doi.org/10.1080/02188790802036687
[23] Fresko, B., Kfir, D., & Nasser, F. (1997). Predicting teacher commitment. Teaching and Teacher Education, 13(4), 429-438. https://doi.org/https://doi.org/10.1016/S0742-051X(96)00037-6
[24] García, L., Useche, M., & Schlesinger, M. (2013). Empowerment and Organizational Commitment of Teachers in the University Researcher Zulia. Revista electrónica de humanidades, educación y comunicación social, 16.
[25] Haque, A., Fernando, M., & Caputi, P. (2021). How is responsible leadership related to the three-component model of organisational commitment? International Journal of Productivity and Performance Management, 70(5), 1137-1161. https://doi.org/10.1108/IJPPM-10-2019-0486
[26] Ho, C.-L., & Au, W.-T. (2006). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66(1), 172-185.
[27] Imamoglu, S. Z., Ince, H., Turkcan, H., & Atakay, B. (2019). The effect of organizational justice and organizational commitment on knowledge sharing and firm performance. Procedia Computer Science, 158, 899-906.
[28] Jiang, Y., Li, P., Wang, J., & Li, H. (2019). Relationships Between Kindergarten Teachers’ Empowerment, Job Satisfaction, and Organizational Climate: A Chinese Model. Journal of Research in Childhood Education, 33(2), 257-270. https://doi.org/10.1080/02568543.2019.1577773
[29] Joo, B. K., Jun Yoon, H., & Jeung, C. W. (2012). The effects of core self?evaluations and transformational leadership on organizational commitment. Leadership & Organization Development Journal, 33(6), 564-582. https://doi.org/10.1108/01437731211253028
[30] Jufrizen, J. (2018). The Effect Of Organizational Culture And Islamic Work Ethic On Permanent Lecturers’ Job Satisfaction, Organizational Commitment And Work Performance.
[31] Karaku?, M., & Aslan, B. (2009). Teachers' commitment focuses: a three?dimensioned view. Journal of Management Development, 28(5), 425-438. https://doi.org/10.1108/02621710910955967
[32] Kim, K. Y., Eisenberger, R., & Baik, K. (2016). Perceived organizational support and affective organizational commitment: Moderating influence of perceived organizational competence. Journal of Organizational Behavior, 37(4), 558-583.
[33] LaMastro, V. (1999). Commitment and perceived organizational support. National Forum of applied educational research journal,
[34] Lee, J. C.-K., Zhang, Z., & Song, H. (2013). Effects of Teacher Empowerment on Teacher Efficacy and Organizational Commitment: A Chinese Perspective. Education and Society, 30(3). https://doi.org/10.7459/es/30.3.02
[35] Limpanitgul, T., Boonchoo, P., Kulviseachana, S., & Photiyarach, S. (2017). The relationship between empowerment and the three-component model of organisational commitment: an empirical study of Thai employees working in Thai and American airlines. International Journal of Culture, Tourism and Hospitality Research, 11(2), 227-242. https://doi.org/10.1108/IJCTHR-07-2015-0069
[36] Mailool, J., Kartowagiran, B., Retnowati, T. H., Wening, S., & Putranta, H. (2020). The Effects of Principal's Decision-Making, Organizational Commitment and School Climate on Teacher Performance in Vocational High School Based on Teacher Perceptions. European Journal of Educational Research, 9(4), 1675-1687.
[37] Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89.
[38] Mohan Raju, P., & Srivastava, R. C. (1994). Factors Contributing to Commitment to the Teaching Profession. International Journal of Educational Management, 8(5), 7-13. https://doi.org/10.1108/09513549410065684
[39] Mushayikwa, E. (2013). Teachers’ self-directed professional development: Science and mathematics teachers’ adoption of ICT as a professional development strategy. African Journal of Research in Mathematics, Science and Technology Education, 17(3), 275-286. https://doi.org/10.1080/10288457.2013.848540
[40] Muttaqin, I., & Panaemalae, A. R. A. (2019). Religious Velues and Aspects of Teacher Empowerment Management. Alalbab, 8: 263-280. https://doi.org/10.24260/alalbab.v8i2.1387
[41] Naderi Anari, N. (2012). Teachers: emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4), 256-269. https://doi.org/10.1108/13665621211223379
[42] Rahman, S., Islam, M. Z., Ahad Abdullah, A. D., & Sumardi, W. A. (2018). Empirical investigation of the relationship between organizational factors and organizational commitment in service organizations. Journal of Strategy and Management, 11(3), 418-431. https://doi.org/10.1108/JSMA-01-2018-0007
[43] Rappaport, J. (1984). Studies of Empowerment: Introduction to The Issue, Prevention In Human Issue.
[44] Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: a review of the literature. Journal of Applied Psychology, 87(4), 698.
[45] Rosario Núñez, A., Marquez, E., Zayas, M., & López, E. (2020). Relationship between organizational citizenship and commitment in Puerto Rico banks. International Journal of Sociology and Social Policy, 40(7/8), 643-658. https://doi.org/10.1108/IJSSP-02-2020-0028
[46] Shore, L. M., & Wayne, S. J. (1993). Commitment and employee behavior: Comparison of affective commitment and continuance commitment with perceived organizational support. Journal of Applied Psychology, 78(5), 774.
[47] Short, P. M., & Rinehart, J. S. (1992). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(4), 951-960. https://doi.org/10.1177/0013164492052004018
[48] Sides, S. M. (2013). The Effect of Perceived Organizational Support and Perceived Organizational Politics on Teacher Commitment: An Analysis of Public and Non-Public Secondary Schools. ProQuest LLC.
[49] Spreitzer, G. M. (1995). Psychological Empowerment in the Workplace: Dimensions, Measurement, and Validation. Academy of Management Journal, 38(5), 1442-1465. https://doi.org/10.5465/256865
[50] Toremen, F., Karakus, M., & Savas, A. C. (2011). The effect of empowerment on teachers' organizational commitment. Energy Education Science and Technology Part B: Social and Educational Studies, 3(4).
[51] Vatankhah, S., Javid, E., & Raoofi, A. (2017). Perceived organizational support as the mediator of the relationships between high-performance work practices and counter-productive work behavior: Evidence from airline industry. Journal of Air Transport Management, 59, 107-115. https://doi.org/https://doi.org/10.1016/j.jairtraman.2016.12.001
[52] Wagner, J. I., Cummings, G., Smith, D. L., Olson, J., Anderson, L., & Warren, S. (2010). The relationship between structural empowerment and psychological empowerment for nurses: a systematic review. Journal of Nursing Management, 18(4), 448-462.
[53] Wang, G., & Song, J. (2017). The relation of perceived benefits and organizational supports to user satisfaction with building information model (BIM). Computers in Human Behavior, 68, 493-500. https://doi.org/https://doi.org/10.1016/j.chb.2016.12.002
[54] Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15(8), 861-879. https://doi.org/https://doi.org/10.1016/S0742-051X(99)00040-2
[55] Wu, V., & Short, P. M. (1996). The relationship of empowerment to teacher job commitment and job satisfaction. Journal of Instructional Psychology, 23(1), 85.
[56] Yahaya, R., & Ebrahim, F. (2016). Leadership styles and organizational commitment: literature review. Journal of Management Development, 35(2), 190-216. https://doi.org/10.1108/JMD-01-2015-0004
[2] Afshari, L., Young, S., Gibson, P., & Karimi, L. (2020). Organizational commitment: exploring the role of identity. Personnel Review, 49(3), 774-790. https://doi.org/10.1108/PR-04-2019-0148
[3] Ahrari, S., Roslan, S., Zaremohzzabieh, Z., Mohd Rasdi, R., & Abu Samah, A. (2021). Relationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1898737
[4] Akgunduz, Y., Alkan, C., & Gök, Ö. A. (2018). Perceived organizational support, employee creativity and proactive personality: The mediating effect of meaning of work. Journal of Hospitality and Tourism Management, 34, 105-114. https://doi.org/https://doi.org/10.1016/j.jhtm.2018.01.004
[5] Akgunduz, Y., & Sanli, S. C. (2017). The effect of employee advocacy and perceived organizational support on job embeddedness and turnover intention in hotels. Journal of Hospitality and Tourism Management, 31, 118-125. https://doi.org/https://doi.org/10.1016/j.jhtm.2016.12.002
[6] Al-Omar, H. A., Arafah, A. M., Barakat, J. M., Almutairi, R. D., Khurshid, F., & Alsultan, M. S. (2019). The impact of perceived organizational support and resilience on pharmacists’ engagement in their stressful and competitive workplaces in Saudi Arabia. Saudi Pharmaceutical Journal, 27(7), 1044-1052. https://doi.org/https://doi.org/10.1016/j.jsps.2019.08.007
[7] Allen, D. G., Shore, L. M., & Griffeth, R. W. (2003). The Role of Perceived Organizational Support and Supportive Human Resource Practices in the Turnover Process. Journal of Management, 29(1), 99-118. https://doi.org/https://doi.org/10.1016/S0149-2063(02)00222-2
[8] Allen, G. W., Attoh, P. A., & Gong, T. (2017). Transformational leadership and affective organizational commitment: mediating roles of perceived social responsibility and organizational identification. Social Responsibility Journal, 13(3), 585-600. https://doi.org/10.1108/SRJ-11-2016-0193
[9] Bashir, B., & Gani, A. (2020). Testing the effects of job satisfaction on organizational commitment. Journal of Management Development, 39(4), 525-542. https://doi.org/10.1108/JMD-07-2018-0210
[10] Bashir, N., & Long, C. S. (2015). The relationship between training and organizational commitment among academicians in Malaysia. Journal of Management Development, 34(10), 1227-1245. https://doi.org/10.1108/JMD-01-2015-0008
[11] Bibi, A., Khalid, M. A., & Hussain, A. (2019). Perceived organizational support and organizational commitment among special education teachers in Pakistan. International Journal of Educational Management, 33(5), 848-859. https://doi.org/10.1108/IJEM-12-2017-0365
[12] Bogler, 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(3), 277-289. https://doi.org/https://doi.org/10.1016/j.tate.2004.02.003
[13] Bolin, F. (2007). A study of teacher job satisfaction and factors that influence it. Chinese Education & Society, 40(5), 47-64.
[14] Braga, L., Jones, E., Bulger, S., & Elliott, E. (2017). Empowering teachers to implement innovative content in physical education through continuous professional development. Teacher Development, 21(2), 288-306. https://doi.org/10.1080/13664530.2016.1235608
[15] Celep, C. (2000). Teachers' Organizational Commitment in Educational Organizations. National Forum of Teacher Education Journal,
[16] Celep, C., & Yilmazturk, O. E. (2012). The relationship among organizational trust, multidimensional organizational commitment and perceived organizational support in educational organizations. Procedia-Social and Behavioral Sciences, 46, 5763-5776.
[17] Cheasakul, U., & Varma, P. (2016). The influence of passion and empowerment on organizational citizenship behavior of teachers mediated by organizational commitment. Contaduría y Administración, 61(3), 422-440. https://doi.org/https://doi.org/10.1016/j.cya.2016.04.003
[18] Chegini, M. G., & Kheradmand, R. (2008). The relationship between teacher empowerment and organizational commitment. International Research Journal of Applied and Basic Sciences, 68(5).
[19] Dee, J. R., Henkin, A. B., & Duemer, L. (2003). Structural antecedents and psychological correlates of teacher empowerment. Journal of Educational Administration, 41(3), 257-277. https://doi.org/10.1108/09578230310474412
[20] Dou, D., Devos, G., & Valcke, M. (2017). The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment. Educational Management Administration & Leadership, 45(6), 959-977. https://doi.org/10.1177/1741143216653975
[21] Eisenberger, R., Cummings, J., Armeli, S., & Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812.
[22] Erawan, P. (2008). Teacher empowerment and developing a curricular management system in municipal schools using cooperation between University and Municipality in Thailand. Asia Pacific Journal of Education, 28(2), 161-176. https://doi.org/10.1080/02188790802036687
[23] Fresko, B., Kfir, D., & Nasser, F. (1997). Predicting teacher commitment. Teaching and Teacher Education, 13(4), 429-438. https://doi.org/https://doi.org/10.1016/S0742-051X(96)00037-6
[24] García, L., Useche, M., & Schlesinger, M. (2013). Empowerment and Organizational Commitment of Teachers in the University Researcher Zulia. Revista electrónica de humanidades, educación y comunicación social, 16.
[25] Haque, A., Fernando, M., & Caputi, P. (2021). How is responsible leadership related to the three-component model of organisational commitment? International Journal of Productivity and Performance Management, 70(5), 1137-1161. https://doi.org/10.1108/IJPPM-10-2019-0486
[26] Ho, C.-L., & Au, W.-T. (2006). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66(1), 172-185.
[27] Imamoglu, S. Z., Ince, H., Turkcan, H., & Atakay, B. (2019). The effect of organizational justice and organizational commitment on knowledge sharing and firm performance. Procedia Computer Science, 158, 899-906.
[28] Jiang, Y., Li, P., Wang, J., & Li, H. (2019). Relationships Between Kindergarten Teachers’ Empowerment, Job Satisfaction, and Organizational Climate: A Chinese Model. Journal of Research in Childhood Education, 33(2), 257-270. https://doi.org/10.1080/02568543.2019.1577773
[29] Joo, B. K., Jun Yoon, H., & Jeung, C. W. (2012). The effects of core self?evaluations and transformational leadership on organizational commitment. Leadership & Organization Development Journal, 33(6), 564-582. https://doi.org/10.1108/01437731211253028
[30] Jufrizen, J. (2018). The Effect Of Organizational Culture And Islamic Work Ethic On Permanent Lecturers’ Job Satisfaction, Organizational Commitment And Work Performance.
[31] Karaku?, M., & Aslan, B. (2009). Teachers' commitment focuses: a three?dimensioned view. Journal of Management Development, 28(5), 425-438. https://doi.org/10.1108/02621710910955967
[32] Kim, K. Y., Eisenberger, R., & Baik, K. (2016). Perceived organizational support and affective organizational commitment: Moderating influence of perceived organizational competence. Journal of Organizational Behavior, 37(4), 558-583.
[33] LaMastro, V. (1999). Commitment and perceived organizational support. National Forum of applied educational research journal,
[34] Lee, J. C.-K., Zhang, Z., & Song, H. (2013). Effects of Teacher Empowerment on Teacher Efficacy and Organizational Commitment: A Chinese Perspective. Education and Society, 30(3). https://doi.org/10.7459/es/30.3.02
[35] Limpanitgul, T., Boonchoo, P., Kulviseachana, S., & Photiyarach, S. (2017). The relationship between empowerment and the three-component model of organisational commitment: an empirical study of Thai employees working in Thai and American airlines. International Journal of Culture, Tourism and Hospitality Research, 11(2), 227-242. https://doi.org/10.1108/IJCTHR-07-2015-0069
[36] Mailool, J., Kartowagiran, B., Retnowati, T. H., Wening, S., & Putranta, H. (2020). The Effects of Principal's Decision-Making, Organizational Commitment and School Climate on Teacher Performance in Vocational High School Based on Teacher Perceptions. European Journal of Educational Research, 9(4), 1675-1687.
[37] Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89.
[38] Mohan Raju, P., & Srivastava, R. C. (1994). Factors Contributing to Commitment to the Teaching Profession. International Journal of Educational Management, 8(5), 7-13. https://doi.org/10.1108/09513549410065684
[39] Mushayikwa, E. (2013). Teachers’ self-directed professional development: Science and mathematics teachers’ adoption of ICT as a professional development strategy. African Journal of Research in Mathematics, Science and Technology Education, 17(3), 275-286. https://doi.org/10.1080/10288457.2013.848540
[40] Muttaqin, I., & Panaemalae, A. R. A. (2019). Religious Velues and Aspects of Teacher Empowerment Management. Alalbab, 8: 263-280. https://doi.org/10.24260/alalbab.v8i2.1387
[41] Naderi Anari, N. (2012). Teachers: emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4), 256-269. https://doi.org/10.1108/13665621211223379
[42] Rahman, S., Islam, M. Z., Ahad Abdullah, A. D., & Sumardi, W. A. (2018). Empirical investigation of the relationship between organizational factors and organizational commitment in service organizations. Journal of Strategy and Management, 11(3), 418-431. https://doi.org/10.1108/JSMA-01-2018-0007
[43] Rappaport, J. (1984). Studies of Empowerment: Introduction to The Issue, Prevention In Human Issue.
[44] Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: a review of the literature. Journal of Applied Psychology, 87(4), 698.
[45] Rosario Núñez, A., Marquez, E., Zayas, M., & López, E. (2020). Relationship between organizational citizenship and commitment in Puerto Rico banks. International Journal of Sociology and Social Policy, 40(7/8), 643-658. https://doi.org/10.1108/IJSSP-02-2020-0028
[46] Shore, L. M., & Wayne, S. J. (1993). Commitment and employee behavior: Comparison of affective commitment and continuance commitment with perceived organizational support. Journal of Applied Psychology, 78(5), 774.
[47] Short, P. M., & Rinehart, J. S. (1992). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(4), 951-960. https://doi.org/10.1177/0013164492052004018
[48] Sides, S. M. (2013). The Effect of Perceived Organizational Support and Perceived Organizational Politics on Teacher Commitment: An Analysis of Public and Non-Public Secondary Schools. ProQuest LLC.
[49] Spreitzer, G. M. (1995). Psychological Empowerment in the Workplace: Dimensions, Measurement, and Validation. Academy of Management Journal, 38(5), 1442-1465. https://doi.org/10.5465/256865
[50] Toremen, F., Karakus, M., & Savas, A. C. (2011). The effect of empowerment on teachers' organizational commitment. Energy Education Science and Technology Part B: Social and Educational Studies, 3(4).
[51] Vatankhah, S., Javid, E., & Raoofi, A. (2017). Perceived organizational support as the mediator of the relationships between high-performance work practices and counter-productive work behavior: Evidence from airline industry. Journal of Air Transport Management, 59, 107-115. https://doi.org/https://doi.org/10.1016/j.jairtraman.2016.12.001
[52] Wagner, J. I., Cummings, G., Smith, D. L., Olson, J., Anderson, L., & Warren, S. (2010). The relationship between structural empowerment and psychological empowerment for nurses: a systematic review. Journal of Nursing Management, 18(4), 448-462.
[53] Wang, G., & Song, J. (2017). The relation of perceived benefits and organizational supports to user satisfaction with building information model (BIM). Computers in Human Behavior, 68, 493-500. https://doi.org/https://doi.org/10.1016/j.chb.2016.12.002
[54] Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15(8), 861-879. https://doi.org/https://doi.org/10.1016/S0742-051X(99)00040-2
[55] Wu, V., & Short, P. M. (1996). The relationship of empowerment to teacher job commitment and job satisfaction. Journal of Instructional Psychology, 23(1), 85.
[56] Yahaya, R., & Ebrahim, F. (2016). Leadership styles and organizational commitment: literature review. Journal of Management Development, 35(2), 190-216. https://doi.org/10.1108/JMD-01-2015-0004
Published
2023-06-01
How to Cite
MUTTAQIN, Imron.
Examining Perceived Organizational Support and Teacher Empowerment.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 7, n. 1, p. 173-191, june 2023.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/384>. Date accessed: 11 may 2026.
doi: https://doi.org/10.35723/ajie.v7i1.384.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
