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Academicians need to learn and practice constructive conflict
management by using appropriate and effective conflict management
styles (McKibben, 2017). The present study investigated the impact of
conflict handling strategies in building commitment with their institutions
among university teachers by employing a cross-sectional research. The
participants included 400 university teachers (Mage = 38, SD = 8.74)
serving both in public and private sector institutions situated in Punjab
and Federal Capital Islamabad by employing purposive sampling
strategy. Their opinion was sought by administering Rahim
Organizational Conflict Inventory (Rahim, 1983) and Organizational
Commitment Questionnaire (Jaros, 2007) and the data collection period
was of one year. The findings revealed that teachers scoring higher on
integrating, obliging, and compromising tend to have a stronger
commitment to their organizations. A hierarchical regression analysis
showed that integrating style strongly predicted teachers’ commitment to
their organizations. The styles to dominate and avoid conflict based
situations turned out to be non-significant predictors of organizational
commitment. The study has important implications for teaching faculty
of universities in handling their conflicts with chairpersons of academic
departments.
Nasreen Akhtar, Syeda Salma Hassan. (2021) Conflict Management Styles as Predictors of Organizational Commitment in University Teachers, Journal of Behavioural Sciences, Volume-31, Issue-1.
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