Developing a Predictive Model of Teacher's Organizational Commitment on the Basis of Role Conflict, Overload, and Psychological contract

This research was conducted to investigate the predictive model of teachers’ organizational commitment on the basis of role conflict, overload, and psychological contract. This cross-sectional study was of correlational type. The target population included all teachers of Isfahan city education organization (approximately 3000 teachers). A convenience sample of 532 respondents was selected from the population. Research instruments included role conflict scale (Cronbach’s α=0/6), role overload (Cronbach’s α=0/7), psychological contract (Cronbach’s α=0/77), and organizational commitment (Cronbach’s α=0/72). Construct validity of research instruments was studied through exploratory factor analysis. Data were analyzed employing Pearson correlation coefficient, mediation regression analysis and structural equation modeling (SEM). The results revealed that while role conflict and overload had negative but significant relationship with organizational commitment (P<0.01), just role conflict had a significant relationship with psychological contract. The results of structural equation modeling and mediation regression analysis showed that psychological contract was the partial mediator variable in the relationship between role conflict and overload and organizational commitment. In other words, some of the effects of role conflict and overload were exerted indirectly on organizational commitment through psychological contract.