English Teachers’ Organizational Commitment and Job Satisfaction: Can We Avoid Teacher Burnout?

Abstract

The present study examines the relationship between organizational commitment and job satisfaction among English teachers at public schools in Iran. The Job Satisfaction and the Organizational Commitment Questionnaires were administered to 213 public school English teachers to measure their levels of job satisfaction and organizational commitment. There were two variables in the present study: a) organizational commitment as the predictor, b) job satisfaction as the response (predicted), and age, experience and gender as the moderator variables. The study utilized a correlational design to compute the association between the two variables of organizational commitment and job satisfaction. Structural equation modelling was utilized to analyse the results. The findings showed that all components of organizational commitment were correlated positively with and predicted job satisfaction. Teachers’ age, however, did not predict job satisfaction and their gender predicted only the relationship between the affective component of organizational commitment and job satisfaction showing that the association was significantly stronger among female teachers. As regards experience, it only predicted the association between the continuance component of organizational commitment and job satisfaction suggesting the fact that this association was far stronger among experienced teachers.