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Publicação
Relação entre o comprometimento organizacional e o comprometimento profissional: um estudo exploratório realizado com docentes do ensino superior público
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Orientador(es)
Resumo(s)
É conhecida a existência de diversos tipos de comprometimento no local de trabalho.
Contudo, há poucos estudos que os relacionem ou que estabeleçam modelos
determinísticos entre esses diferentes comprometimentos.
Neste estudo foi explorada a relação entre o comprometimento organizacional e o
comprometimento profissional dos docentes do ensino superior público, a partir da
perspetiva multidimensional de Meyer e Allen (1991) (afetiva, normativa e calculativa),
com base numa amostra de conveniência constituída por 219 docentes.
Os modelos propostos foram estimados através da metodologia de modelação de
equações estruturais. O Modelo 1 especificou uma relação de influência direta do
comprometimento profissional sobre o comprometimento organizacional. O Modelo 2,
estabeleceu a relação inversa de influência direta do comprometimento organizacional
sobre o comprometimento profissional. Os dois modelos apresentaram um bom
ajustamento aos dados sem que se tenham observado diferenças estatisticamente
significativas entre si. Verificou-se, no entanto, que o poder explicativo do Modelo 1 foi
superior ao do Modelo 2, por integrar um maior número de relações de determinação
estatisticamente significativas. Foram discutidas as implicações dos resultados obtidos e
sugeridas pistas para investigações futuras.
The existence of several kinds of commitment in workplace is well known. However, there are few studies that relate these different commitments or that establish deterministic models. In this study the relationship between organizational and professional commitment in public higher education teachers has been explored, according the multidimensional perspective of Meyer and Allen (1991) (affective, normative and calculative), based on a convenience sample of 219 teachers. The proposed models were estimated through structural equation modeling methodology. The Model 1 specified a relationship of direct influence of professional commitment on organizational commitment. Model 2 established the opposite relationship of direct influence of organizational commitment on professional commitment. Both models presented a good fit to the data without statistically significant differences between them. Nevertheless, the explicatory power of Model 1 was superior to Model 2, due to the fact that it includes a larger number of determinant relationships that are statistically significant. The implications of these findings were analyzed and topics for future research were suggested.
The existence of several kinds of commitment in workplace is well known. However, there are few studies that relate these different commitments or that establish deterministic models. In this study the relationship between organizational and professional commitment in public higher education teachers has been explored, according the multidimensional perspective of Meyer and Allen (1991) (affective, normative and calculative), based on a convenience sample of 219 teachers. The proposed models were estimated through structural equation modeling methodology. The Model 1 specified a relationship of direct influence of professional commitment on organizational commitment. Model 2 established the opposite relationship of direct influence of organizational commitment on professional commitment. Both models presented a good fit to the data without statistically significant differences between them. Nevertheless, the explicatory power of Model 1 was superior to Model 2, due to the fact that it includes a larger number of determinant relationships that are statistically significant. The implications of these findings were analyzed and topics for future research were suggested.
Descrição
Tese de Mestrado em Gestão e políticas Públicas
Palavras-chave
Comprometimento organizacional Comprometimento profissional Docentes do ensino superior público Organizational commitment Professional commitment Public higher education teachers
Contexto Educativo
Citação
Editora
Instituto Superior de Ciências Sociais e Políticas