Organizational identification and students' achievement: The moderating role of perceived organizational prestige

Abstract

This study examined the relationship between teachers' organizational identification levels and students' achievement and the moderator role of perceived organizational prestige in this relationship. The universe of the study is made up of 4537 teachers working in Konya central districts. The population was 523 teachers randomly selected from 4 private and 25 public schools on the basis of 2013-2014 TEOG (Transition from Primary Education to Secondary Education Exam) results and representation of the three central districts. Data was collected using Organizational Identification Scale, Perceived Organizational Prestige Scale and 2013-2014 TEOG results' school averages to evaluate the student achievement. The results of the study revealed that teachers' organizational identification and perceived organizational prestige were significant predictors of student achievement. Besides, perceived organizational prestige moderated the association between organizational identification and student achievement, suggesting that organizational identification and student achievement positively correlated when perceived prestige was high and this association was negative when perceived prestige was low.