Effect of organizational identification on organizational commitment among primary Omani schools: Empirical study: أثر التماثل التنظيمي في الالتزام التنظيمي لدى معلمي مدارس التعليم الأساسي في سلطنة عمان: دراسة ميدانية

Abstract

The current research amid to examine the effect of organizational identification on organizational commitment of the primary school teachers, Sultanate of Oman. The researchers adopted the descriptive survey method which is the appropriate approach that suits the objectives of this study. Based on the nature of this quantitative study, the researcher used the cross-sectional method to collect its data. A questionnaire of 50 items was distributed randomly to 846 teachers (419 males and 427 females) in seven educational governorates. The results from the descriptive analysis revealed high level of organizational identification and organizational commitment among the primary school teachers, the mean was (4.296) and (3.978) respectively. The results from structural equation modeling showed a direct impact of organizational identification on organizational commitment, Where the size of the effect came (3.69). In addition, teachers’ qualification (diploma, bachelor, and master) showed a moderating effect on the relationship between organizational identification and organizational commitment was 0.41, 0.55 and 0.64, however no moderating effect was found for both teachers’ gender and years of experience in this relationship. The research included a number of recommendations, including supporting the teachers financially and emotionally, creating the conducive learning environment by providing the requirements of the educational process. The current research also recommended supporting the professional development and scientific scholarship as well as the participation in various educational activities. Finally, this study recommended granting the teachers special privileges from both government and private sector as well as enhancing their social status.