TEACHER COMMITMENT: THE RELATIONSHIP BETWEEN THE CONTINUANCE, AFFECTIVE AND NORMATIVE WORK COMMITMENT AND THE PHYSICAL, SOCIAL AND PSYCHOLOGICAL WORK CONDITIONS

ibrahim NEZİRݹ

The aim of this study is to examine the relationship between continuance, affective and normative dimensions of organizational commitment and the physical, social and psychological working conditions. Analysis of these findings presented, contribute to this research field, including higher educational institutions in terms of improving their management performance. The methodology used is nonexperimental with quantitative data, including a total of 298 Albanian teachers of public and private institutions of higher education in the Republic of North Macedonia, with an average age of 40, selected on a group basis, and surveyed by relevant measuring instruments. The correlation analysis between physical, social and psychological work conditions showed a moderate significant positive relation between affective commitment and weak relationship with normative commitment. Continuance commitment showed insignificant relationship with all dimensions of work environment conditions. Physical, social and psychological conditions are important predictors (44.8%) of affective commitment of higher education Albanian teachers. This study found that work conditions are very important regarding teacher commitment in the workplace, especially the affective commitment.

Keywords
Teachers, Commitment, Work Conditions, Higher Education, Work involvement,