Abstract
The present research aims to study the direct and indirect influence of passion and empowerment on organizational citizenship behavior of teachers in a private university in Thailand mediated by organizational commitment. The sample comprises 124 teachers teaching in the university and the Organizational Citizenship Behavior Scale, adapted by Podsakoff and Mackenzie (1990), Passion Scale, developed by Vallerand, Carbonneau, Fernet and Guay (2008), School Participant Empowerment Scale (SPES) developed by Short and Rinehart (1992) and Organizational Commitment Scale which was modified from the original scale of Meyer and Allen (1991) by Meyer, Allen, and Smith (1993) were employed. The path model with the dependent variable organizational citizenship behavior and the independent variables passion, and empowerment and the mediating variable organizational commitment was tested using regression analysis. There are relationships between passion for teaching, teacher empowerment, and organizational commitment on the organizational citizenship behavior of teachers. The teachers have high level of organizational citizenship behavior, suggesting that they exhibit behaviors of discretionary nature that are not part of their formal role requirements, but which promote the effective functioning of the university.
Influencia de la pasión y el empoderamiento en la conducta cívica organizacional de los maestros mediados por el compromiso organizacional
Resumen
La presente investigación se propone estudiar la influencia directa e indirecta de la pasión y el empoderamiento en el comportamiento de ciudadanía organizativa de los maestros en una universidad privada de Tailandia mediados por el compromiso organizacional. La muestra comprende a 124 maestros que enseñan en la universidad y se emplearon la Escala de Comportamiento de Ciudadanía Organizativa (Organizational Citizenship Behavior Scale) adaptada por Podsakoff y Mackenzie (1990), la Escala de Pasión(o entusiasmo) (Passion Scale) desarrollada por Vallerand, Carbonneau, Fernet y Guay (2008), la Escalade Empoderamiento de Participantes Escolares (School Participant Empowerment Scale-SPES) desarrollada por Short y Rinehart (1992) y la Escala de Compromiso Organizacional (Organizational Commitment Scale) que fue modificada de la escala original de Allen y Meyer (1991) por Meyer, Allen y Smith (1993).El modelo de trayectoria con la variable dependiente de comportamiento de ciudadanía organizativa y las variables independientes de pasión (entusiasmo) y empoderamiento y la variable de mediación de compro-miso organizacional se puso a prueba con el uso del análisis de regresión. Hay relaciones entre la pasión por la enseñanza, empoderamiento del maestro y compromiso organizacional en el comportamiento de ciudadanía organizativa de los maestros. Los maestros tienen un alto nivel de comportamiento de ciudadanía organizativa, sugiriendo que muestran conductas de naturaleza discrecional que no son parte de los requisitos formales de su función, pero que promueven el funcionamiento efectivo de la universidad.
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