Unveiling the behavioral nexus of innovative organizational culture: Identification and affective commitment of teachers in primary schools

What is it about?

This article discusses the need for a thorough review of existing literature to understand the impact of innovative organizational culture on teachers' identification and affective commitment in primary schools. It emphasizes the importance of investigating the mediating role of teachers' identification in this relationship. To achieve this, the study combines Behavioral Commitment Theory (BCT) and Social Identity Theory (SIT) to explore the psychological interplay between innovative culture and teachers' identification and affective commitment. The study surveyed 432 teachers and found that an innovative atmosphere positively affects teachers' identification and affective commitment, with identification playing a mediating role in strengthening their emotional bond with their institution. The research has practical implications for educational institutions, students, teachers, and schools, while also identifying areas for future exploration.

Featured Image

Photo by Mimi Thian on Unsplash

Photo by Mimi Thian on Unsplash

Why is it important?

In summary, the article's importance lies in its potential to improve educational environments by enhancing our understanding of how innovative organizational culture affects teachers' identification and commitment, ultimately benefiting students and schools.

Perspectives