Abstract
Prior study has indicated that affective organisational commitment (AOC) is equivalent to service motivation. This study is aimed at determining the factors, which can predict vocational high school (VHS) principals' AOC. A questionnaire was sent to all 157 VHS principals in Taiwan and 112 valid responses were received. Data were analysed using stepwise multiple regression analysis (SMRA) to examine the relationships between independent variables (personal background characteristics, organisational management, leadership style and school setting characteristics) and dependent variable (AOC). The results of the study indicate that VHS principals' AOC can be explained with a linear combination of the following variables: perceived fairness, school status, school location, pay satisfaction, previous position and education level. The largest percentage (17.5%) of the variance of AOC can be explained by the variable perceived fairness. Thus, the main implication of this study is that culture of fairness at VHS should be valued by VHS stakeholders.
| Original language | English |
|---|---|
| Pages (from-to) | 263-268 |
| Number of pages | 6 |
| Journal | World Transactions on Engineering and Technology Education |
| Volume | 10 |
| Issue number | 4 |
| Publication status | Published - 2013 Feb 26 |
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ASJC Scopus subject areas
- Education
- Engineering(all)
Cite this
Predictors of vocational high school principals' affective organisational commitment in Taiwan. / Badini, Salifou; Lee, Lung Sheng.
In: World Transactions on Engineering and Technology Education, Vol. 10, No. 4, 26.02.2013, p. 263-268.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Predictors of vocational high school principals' affective organisational commitment in Taiwan
AU - Badini, Salifou
AU - Lee, Lung Sheng
PY - 2013/2/26
Y1 - 2013/2/26
N2 - Prior study has indicated that affective organisational commitment (AOC) is equivalent to service motivation. This study is aimed at determining the factors, which can predict vocational high school (VHS) principals' AOC. A questionnaire was sent to all 157 VHS principals in Taiwan and 112 valid responses were received. Data were analysed using stepwise multiple regression analysis (SMRA) to examine the relationships between independent variables (personal background characteristics, organisational management, leadership style and school setting characteristics) and dependent variable (AOC). The results of the study indicate that VHS principals' AOC can be explained with a linear combination of the following variables: perceived fairness, school status, school location, pay satisfaction, previous position and education level. The largest percentage (17.5%) of the variance of AOC can be explained by the variable perceived fairness. Thus, the main implication of this study is that culture of fairness at VHS should be valued by VHS stakeholders.
AB - Prior study has indicated that affective organisational commitment (AOC) is equivalent to service motivation. This study is aimed at determining the factors, which can predict vocational high school (VHS) principals' AOC. A questionnaire was sent to all 157 VHS principals in Taiwan and 112 valid responses were received. Data were analysed using stepwise multiple regression analysis (SMRA) to examine the relationships between independent variables (personal background characteristics, organisational management, leadership style and school setting characteristics) and dependent variable (AOC). The results of the study indicate that VHS principals' AOC can be explained with a linear combination of the following variables: perceived fairness, school status, school location, pay satisfaction, previous position and education level. The largest percentage (17.5%) of the variance of AOC can be explained by the variable perceived fairness. Thus, the main implication of this study is that culture of fairness at VHS should be valued by VHS stakeholders.
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UR - http://www.scopus.com/inward/citedby.url?scp=84874139331&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84874139331
VL - 10
SP - 263
EP - 268
JO - World Transactions on Engineering and Technology Education
JF - World Transactions on Engineering and Technology Education
SN - 1446-2257
IS - 4
ER -