Trust in top management and immediate supervisor: The relationship to satisfaction,perceived organizational effectiveness,and information receiving

Utilizing 2068 individuals in 60 organizations in the U.S. and Italy, this study (a) examines the overall relationship between trust in top management and immediate supervisor and overall estimates of satisfaction and perceived organizational effectiveness, (b) compares the amount of variance in satisfaction and effectiveness that can be explained by trust in top management to the amount of variance explained by trust in immediate supervisor, and (c) clarifies the role of information receiving as a predictor of trust in top management and immediate supervisor. Results of a canonical correlation analysis indicated that the canonical equation explained 49% of the variance in the linear composites (Canonical R = .69, p < .001). Trust in top management was more strongly associated with satisfaction and effectiveness than was trust in immediate supervisor. Tzvo separate multiple regression analyses indicated that after controlling for geographic location of company and type of industry, information received about job and organizational issues uniquely explained 26% of the variance in trust in top management and 13% of the variance in trust in immediate supervisor.     

工作满意度、组织承诺与关系绩效的关系实证研究

通过在成都、广州、深圳一些企业的实证研究,探讨组织承诺、工作满意度与关系绩效之间的关系,发现组织承诺三维度、工作满意度五维度与关系绩效两维度之间几乎都具有非常显著的相关关系;但是将工作满意度和组织承诺作为关系绩效的预测变量时,发现二者的因果关系非常不显著,因此推测工作满意度、组织承诺可能是关系绩效的前因中介变量或者调节变量。     

Are all part-time faculty underemployed? The influence of faculty status preference on satisfaction and commitment

Utilizing a person–job fit perspective, we examined the job satisfaction and affective commitment of three groups of college faculty (N = 167): full-time faculty, part-time faculty preferring a part-time position (voluntary part-time), and part-time faculty preferring a full-time position (involuntary part-time). Involuntary part-time faculty were least satisfied with salient facets of satisfaction (advancement, compensation, and job security), whereas voluntary part-time faculty and full-time faculty reported similar levels of satisfaction on these facets. No consistent differences in satisfaction by faculty status were found for the majority of the other, less salient facets. The three groups of faculty also reported similar levels of perceived overqualification and affective commitment to the organization. Future directions for research and practice are discussed.     

Relationships among organizational commitment, job satisfaction, and learning organization culture in one Korean private organization

The purpose of this study is to identify dynamic relationships among organizational commitment, job satisfaction, and learning organization culture in a Korean private company. Using a sample of 669 employees from five subsidiaries of a Korean conglomerate, this research found that learning organization culture is moderately and positively related to job satisfaction. In addition, organizational commitment, except for continuance commitment, was found to be moderately and positively related to learning organization culture and job satisfaction. This research enables CEOs and HR practitioners to view organizational commitment, learning organization culture, and job satisfaction as important variables that can be applied in their management, interventions, and practices.     

An analysis of the contribution of participative decision making and communication with supervisor as predictors of job satisfaction

This study examined the relationships of (1) perceived participation in decision making, (2) communication with supervisor, (3) employee characteristics, and (4) employee job satisfaction. Classified employees in three administrative units at a comprehensive eastern university in the United States served as subjects. Results of canonical correlation andt-ratio tests demonstrated that job satisfaction was most strongly and positively related to communication satisfaction with supervisor and supervisor's receptivity to information. Implications are discussed in reference to personnel decisions and training, employee productivity, and the possible adverse effects of initiating a participative program of decision making for nonprofessional university employees.Presented at the 22nd Annual Forum of the Association for Institutional Research, Denver, May 1982.     

The Influence of Supervisor Temperament on Subordinate Job Satisfaction and Perceptions of Supervisor Sociocommunicative Orientation and Approachability

The goal of this study was to re-examine McCroskey, Valencic, and Richmond's findings about the impact of a teacher's temperament on her or his students by examining the findings in a different context, the supervisor-subordinate relationship in organizational settings. This study measured a supervisor's temperament to see if it affected a subordinate's job satisfaction, motivation, and perceptions of supervisor credibility, sociocommunicative style, and approachability. Results indicated a positive relationship between supervisor psychoticism and subordinate job satisfaction and motivation, while supervisor extraversion and neuroticism negatively related to subordinate job satisfaction and motivation. Furthermore, results indicated a positive relationship between supervisor extraversion and subordinate perceptions of supervisor responsiveness, and a negative relationship between supervisor neuroticism and psychoticism and subordinate perceptions of supervisor responsiveness. Overall, a supervisor's temperament was shown to affect subordinate perceptions of supervisor communicative behavior.     

The relationships of communication with supervisor and decision‐participation to employee job satisfaction

This study examined the relationship of communication‐related variables to employee job satisfaction. Specifically, employee communication satisfaction with supervisor, perceived supervisor receptivity to information and ideas, employee participation in decision‐making, participation versus desired participation level, and job satisfaction with supervisor, co‐workers, promotions, pay, and work were studied. The subjects for the study were classified employees (secretaries, clerks, lowest level supervisors, etc) in three administrative units (Controller, Personnel, and Admissions & Records) of a comprehensive Eastern university. The communication‐related variables accounted collectively for a substantial amount of variance (76%) in employees job satisfaction. Moreover, communication satisfaction with supervisor and supervisor receptivity in information were found to be more powerful “predictors”; of job satisfaction than the decision participation variables. The study cast some doubt upon the comparative value of participation as a communication strategy with low‐level employees. Specific guidelines for direct application of results and implications for future research were derived from the study.     

高校教师工作价值观与组织承诺等相关变量的关系研究

本文运用相关分析、方差分析的方法,探讨了人口学变量（性别、年龄、职称和高校类型）对教师工作价值观的影响。同时运用结构方程建模的方法,利用自编的教师工作价值观量表和其他标准化量表考察了工作价值观与组织承诺、工作满意度、工作绩效、离职倾向的关系。结果显示,工作价值观能直接影响组织承诺的相关维度,也能直接提高教师的工作满意度,组织承诺能有效提高工作满意度,组织承诺和工作满意度又能显著降低离职倾向。     

Academics' commitment and job satisfaction: Tenure- vs. non-tenure-track in South Korea

This study analyses academics' commitment and job satisfaction according to full-time non-tenure-track (FTNT) and full-time tenure-track (FTT) in South Korea's changing academic environment. Data were collected from the 2018 Academic Profession in the Knowledge-Based Society Survey. One-way analyses of variance show no statistically significant differences in professional commitment (PC) and organisational commitment (OC) between FTNT and FTT academics, but FTNT academics exhibit significantly lower job satisfaction. Hierarchical linear regression models indicate that OC positively relates to job satisfaction, but PC is not statistically significantly associated with job satisfaction. This study argues that work conditions and stable positions are important factors in job satisfaction, though committed academics are likely to remain with the profession and organisation. These findings have implications for the treatment of academics and for university hiring and promotion procedures in today's changing academic environment.     

Being our best: Understanding the relationship between empowerment and employee engagement among midlevel student affairs professionals

Over the last few decades, there has been a significant increase in the number of student service personnel, yet demand has outstripped this growth leading to turnover and low employee satisfaction. Scholars and practitioners alike have called for increased levels of empowerment of these workers, but the outcomes of this approach need further analysis. We utilize data from a survey of international centre directors in the United States and employ a partial least squares-based structural equation modelling to investigate the relationship between empowerment and employ perceptions including work satisfaction, organizational commitment, perspective of leadership and personal engagement. Specifically, trust meaning and personal consequence are strong components of empowerment in this sample. Our results indicate a positive relationship between empowerment and job satisfaction, organizational commitment and perspectives on leadership. In addition, we find that organizational commitment mediates the relationship between empowerment and personal engagement.     

Organisational communication and its relationships with job satisfaction and organisational commitment of primary school staff in Western Australia

The aim of this study was to investigate the relationships between aspects of organisational communication and dimensions of job satisfaction and general organisational commitment. Participants were 358 staff members from 35 government primary schools in the state of Western Australia, who completed a survey comprising the Organisational Communication in Primary Schools Questionnaire, the Teacher Job Satisfaction Questionnaire and a five item general organisational commitment scale. Factor analyses established 13 aspects of job satisfaction and 9 dimensions of job satisfaction. Multiple regression analyses were used to investigate interrelationships. The findings suggest several aspects of organisational communication were related to job satisfaction and organisational commitment. This article concludes with implications for future research with regard to communication and for the maintenance of optimal levels of job satisfaction and commitment in schools.     

Impact of satisfaction and commitment on teachers’ organizational citizenship

This study examined the impact of job satisfaction and organizational commitment on teachers’ organizational citizenship behavior (OCB) in a structural equation model. The study was employed to a group of teachers and their supervisors. The results indicated that job satisfaction and commitment to the school had an impact on OCBs of the teachers and organizational commitment mediated the relation between job satisfaction and OCB.     

Pedagogical staff in children’s day care centres in Germany – links between working conditions,job satisfaction,commitment and work-related stress

This article investigates links between staff working conditions in children’s day care centres (Kindertageseinrichtungen – known as Kitas in Germany), job satisfaction, commitment and perceived stress at work. Data are based on the nationwide, representative questionnaire survey AQUA (Arbeitsplatz und Qualität in Kitas – Workplace quality in children’s day care centres), a project conducted by the State Institute of Early Childhood Research in Munich. From the participants’ responses (N_total = 6606) regarding their working conditions, an index was established that permitted a categorisation into three groups of quality. Well-established instruments and scales were used to measure general job satisfaction and commitment. The Effort–Reward Imbalance (ERI) model by Siegrist and colleagues (2004) was used to examine stress at work. Results indicate that staff working under good conditions show higher job satisfaction, higher commitment values and less stress at work. Furthermore, distinct differences could be found between centre directors and staff without a leading function.     

Efficacy beliefs,job satisfaction,stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic

The purpose of the present study was to investigate the effects of efficacy, job satisfaction, job stress and their influence on the occupational commitment of English-medium content teachers. A total of 109 practicing English-medium and Spanish-medium content teachers from the Dominican Republic volunteered to participate in the study. Findings suggest both teacher self-efficacy and collective efficacy measures were inversely but significantly correlated with occupational commitment and positively correlated with job satisfaction. The results also showed significant differences between English-medium and Spanish-medium content teachers’ self-efficacy, job satisfaction, job stress and occupational commitment. These findings have significant implications for advancing theory and practice. Recommendations for further research are discussed.     

The predictive value of job demands and resources on the meaning of work and organisational commitment across different age groups in the higher education sector

This study examines the predictive value of job demands and resources on the meaning of work and organisational commitment across three age groups; young workers (<30 years), a middle age group of workers (30–49 years) and older workers (>50 years). Data were collected from a survey conducted among university employees (N = 3066). Hierarchical multiple regression analysis was used to test the relationship between the antecedent variables and the meaning of work and organisational commitment in the age groups separately. Age differences in the experience of these two variables were tested by one-way ANOVA. Both job demands and resources were related to the meaning of work and organisational commitment, however, the relative importance of demands and resources varied across the groups. Overall, older workers reported higher scores on the meaning of work and organisational commitment. The results suggest that different interventions should be considered when aiming to improve the meaning of work and commitment among different age groups.     

Communication Correlates of Perceived Machiavellianism of Supervisors: Communication Orientations and Outcomes

This paper reports the development of the Perceived Supervisor Machiavellian Measure (PSMM) for use in the organizational communication context. Data were drawn from full-time employees who were part-time graduate students in a corporate and organizational communication program. Employees' perceptions of supervisor Machiavellianism were negatively related to employees' perceptions of supervisor credibility (competence, caring, and trustworthiness), employees' attitudes toward the supervisor, employee motivation, and employee job satisfaction. Supervisors' perceived communication behaviors (nonverbal immediacy, responsiveness, and assertiveness) accounted for a significant amount of variance in perceived supervisor Machiavellianism. The results support a general model of supervisor behavior and provide a foundation for future research in organizational communication.     

Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning

This study used the FACES 2009 dataset to examine the possibility of an indirect effect of classroom quality on academic school readiness through teacher-rated approaches to learning in a large nationally representative sample of children served by Head Start. Research indings: Classroom quality did not directly predict gains in academic school readiness across the Head Start school year (β = -0.009, p = .844). However, classroom quality did predict gains in teacher-rated approaches to learning (β = 0.151, p = .040), which in turn predicted gains in academic school readiness (β = 0.105, p < .001), and there was a significant indirect effect of classroom quality on academic school readiness through approaches to learning (β = 0.016, p = .049). Although associations were generally small, this pattern of results suggests that approaches to learning may facilitate the relationships between classroom quality and academic school readiness. Practice or Policy: Educators should make targeted efforts to boost children’s approaches to learning as it may represent an important lever for academic success. In a society increasingly focused on high-stakes testing, we must not lose sight of the importance of domain-general skills that can help children achieve school and life success.     

Do organizational variables influence satisfaction with nursing student practices?

Clinical practices are a vital component in the education of registered nursing students. This study analyzed the influence of organizational variables on satisfaction with clinical practices. A cross-sectional study design involved 572 registered nursing students. Two statistical methodologies, hierarchical regression models and qualitative comparative analysis of diffuse sets, were used for data analysis. In the hierarchical regression models the number of students supervised predicted satisfaction with clinical educator (β = -.22; p ≤ .001), environment (β = -.13; p ≤ .05) and overall satisfaction (β = -.15; p ≤ .05). However, in the qualitative comparative analysis, the type of center, as well as the number of services assigned to the clinical educator and the number of students per clinical educator period were conditions that influence satisfaction with clinical practices. The type of center and the clinical educator are key factors related to registered nursing students’ satisfaction with clinical practices.     

What makes them leave? A path model of postdocs’ intentions to leave academia

A growing number of postdoctoral academics cite stressful working conditions for considering abandoning their studies and leaving the academic profession entirely before they obtain a tenured position. This paper identifies the mechanisms by which work stress influences postdocs’ intentions to leave academia. Based on Schaubroeck et al.’s (1989) stress-turnover-intention model, we propose a professional turnover-intention model that includes both the effort-reward imbalance model as a comprehensive measure of work stress and affective professional commitment. The research model is tested using structural equation modeling (SEM) and data from 421 postdocs. The results show significant support for the hypothesized effects. In particular, a three-path-mediated effect is found from work stress to the intention to leave academia via strain and job satisfaction. Additional analyses reveal significant gender differences: The relationship between overcommitment and strain is stronger for female postdocs than it is for male postdocs, and the direct link between work stress and the intention to leave academia applies only to female postdocs. Further, job satisfaction fully mediates the relationship between affective professional commitment and the intention to leave academia. Thus, we provide a model on an academics’ professional turnover intention that goes beyond previous research by incorporating two important mediators, strain and job satisfaction. We also confirm the relevance of affective professional commitment to professional turnover intentions in the realm of academia. Specific policy recommendations for retaining more postdocs in academia are given.     

Does teachers' cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context

Cognitive self-regulation is assumed to foster teachers' occupational well-being (their level of emotional exhaustion and job satisfaction), which directly impacts the quality of their work. We investigated (1) the factor structure of teachers' cognitive self-regulation, (2) whether self-regulation fosters teachers' job satisfaction by reducing emotional exhaustion, and (3) whether this relationship is moderated by gender and school track. Structural equation modeling (N = 664 German secondary mathematics teachers) confirmed the hypothesized second-order factor structure of teacher self-regulation. The positive effect of cognitive self-regulation on job satisfaction is mediated by emotional exhaustion and can be generalized across gender and school track.