Document Type : Original Article
Authors
1 Associate Professor, Faculty of Management, Payame Noor University, Tehran, Iran,
2 MSc, Faculty of Management & Accounting, Payame Noor University, Tehran, Iran,
Abstract
Introduction: Organizational commitment is an essential element in achieving organizational goals, and committed employees contribute to significant improvements in organizational results and goals. In this regard, the present study was conducted with the aim of identifying and ranking the factors affecting the organizational commitment of teachers and principals from the perspective of experts.
Research Methodology: The research is applied in terms of purpose and descriptive-survey in terms of method. The statistical population of the study included all experts working in the Education Organization of the Central Province, 40 of whom were selected using a purposive non-probability sampling method. In the first step, the Delphi method was used in two rounds to confirm and screen the factors affecting organizational commitment. Then, the TOPSIS method was used to rank the factors affecting organizational commitment.
Findings: According to the analysis of the data obtained in this study, improving performance is the most important criterion and, in a sense, the most important criterion, followed by work ethic, morale enhancement, absenteeism reduction, and organizational cohesion, respectively, as effective indicators in ranking the factors affecting the organizational commitment of teachers and principals. Ranking the factors with TOPSIS showed that recognition and reward are introduced as the most important factor among the factors affecting organizational commitment. Also, effective organizational culture is given the last priority.
Conclusion: It seems that, according to the research findings, in order to improve the organizational commitment of teachers and education and training instructors, Recognition and rewards, as the most important factor among the factors affecting organizational commitment, should be considered by education and school managers and policymakers.