The role of irrational beliefs in predicting teacher’s organizational commitment

People's beliefs can influence their perceptions of job performance, workplace, and working conditions. The present paper aimed at apprising irrational beliefs and their impact on the organizational commitment of teachers in elementary schools. The research was based on surveys. The statistical population consisted of 211 male teachers at elementary schools of Shiraz City, who were randomly selected using the Kersji and Morgans’ sample size table. The survey tool was the 40-item questionnaire of irrational beliefs—Ahvaz version—and Allen and Meyer’s 18-item organizational commitment questionnaire. According to the results, helplessness for change (t=8.915, p<0.001), problem avoidance (t=11.945, p<0.001) and emotionally irresponsibility (t=13.092, p<0.001) were significantly lower than the mean value, while the demand for approval (t=3.969, p<0.001) was significantly higher than mean value. The results also showed that affective (t=1.602, p>0.111) and normative (t=0.833, p>0.406) commitments were at the mean level and continuous commitment (t=3.980, p<0.001) was significantly higher than the mean value. The findings confirmed the effect of irrational beliefs on the teachers’ organizational commitment. The correlation coefficient between the irrational beliefs and organizational commitment was 0.457. The coefficient value was 0.387 for affective commitment, 0.473 for continuous commitment, and 0.227 for normative commitment. The irrational beliefs, as individual factors, have a significant impact on the teacher’s organizational commitment.