Three dimensions of organizational commitment of sports school employees

• Published in: Journal of Physical Education and Sport Vol. 20; pp. 1150 - 1155
• Main Author: Grego-Planer, Dorota
• Format: Journal Article
• Language: English
• Published: Pitesti Universitatea din Pitesti 01.04.2020
• Subjects: Behavior Standards; Correlation; Cultural Influences; Education; Human Capital; Hypotheses; Identification; Individual Characteristics; Job Satisfaction; Organizational Culture; Physical Education; Polish; Polls & surveys; Researchers; School Personnel; Teaching
• ISSN: 2247-8051; 2247-806X
• DOI: 10.7752/jpes.2020.s2160

In the 21st century, human capital became an extremely valuable resource.Organizations are not just concerned about employees performing their duties properly.The employee's emotional bond with the organization, theirs attachment, loyalty and attitude are becoming increasingly important.Organizations want to have employees commited. The article addresses the issue of organizational commitment, understood as employee identification with the organization. Organizational commitment has been the subject of research for decades.However, the issue of sports school staffcommitment is rarely addressed.It is this group of teachers that is guided by motivation and passion.Are they really more commited than the other teachers?This article is answered by this question.The purpose of the publication is to identify and assess the level of organizational commitment of sports school employees.The empirical research was conducted in November 2019. The sample was composed of 182 employees of two sports schools in one of Polish cities. Three dimensions of organizational commitment were assessed - affective commitment, normative commitment and continuance commitment.The Polish version of the Meyer and Allen scale was used in the study.The respondents rated their level of commitment on a 5-point scale. The research results have indicated that employees teaching sports-related subjects display a higher level of organizational commitment. Importantly, their level of affective commitment is higher. They are therefore emotionally connected to their workplace and identify with their school more than others do. Furthermore, a statistically significant dependence was observed between normative commitment and the type of subject being taught.