Purpose




The purpose of this paper is to extend knowledge about theoretical explanations of the job insecurity-performance relationship. Specifically, the authors examine how and why job insecurity is negatively associated with task and contextual performance (i.e. organizational citizenship behavior) and whether organizational identification may account for these relationships.




Design/methodology/approach




The mediational hypotheses were examined using structural equation modeling in a heterogeneous sample of Italian employees.




Findings




Consistent with social identity theory, results show that job insecurity is related to reduced levels of identification with the organization and, consequently, to low task and contextual performance. These findings suggest that employees’ behaviors in job insecure contexts are also driven by evaluations about the perceived belongingness to the organization.




Practical implications




The research supports initial evidence that it is possible to prevent low performance resulting from job insecurity by designing interventions to boost organizational identification. By ensuring a sense of belonging and providing a positive basis for employees’ social identity, managers may increase involvement and attachment to the organization.




Originality/value




This study provides a deeper understanding of behavioral reactions to job insecurity and adds a path unexplored so far, by introducing a theoretical perspective from social psychology. Job insecurity may represent a specific condition that leads organizational identification to be a key mechanism for employees and their behaviors.

Job insecurity and performance: the mediating role of organizational identification

This research aims to discover the effects of teachers' organizational justice perceptions on intention to quit as well as the mediation role of teachers' organizational identification in this process. Interactions between research variables were measured using structural equation models. The sample used comprised teachers working at primary and secondary public schools in the Cankaya district of Ankara, Turkey. Data were collected through questionnaires completed by 292 teachers who participated voluntarily. Participants were selected according to a random sampling technique. The collected data were analyzed using linear regression and multiple correlation analyses. The findings indicate significant relationships between all research variables. Teachers' procedural, distributive, interpersonal, and informational justice perceptions have a positive predictive effect on organizational identification. Distributive and interpersonal justice perceptions coupled with organizational identification have a negative predictive effect on teachers' intention to quit. Organizational identification fully mediates the predictive effect of distributive justice perception on intention to quit; however, it partially mediates the predictive effect of interpersonal justice perception on intention to quit.Keywords: Schoolteachers * Organizational justice perceptions * Organizational identification * Intention to quit * Mediation effectOver time, for diverse reasons, teachers may search for a new job or jobs similar to their current job at other schools. Specific organizational and individual factors may force teachers to search for alternative employment. Though candidates passionately strive to be teachers, especially in public schools in Turkey, unjust managerial practices with regard to rewards, assignments, and interpersonal relations may cause recently assigned novice teachers, who desire to establish a new life, to resign or seek re-assignment to another school. As implemented in numerous countries and organizations, the management of educational organizations wants to improve and motivate teachers and educators through feedback based on performance appraisals. In this process, although public schools in Turkey do not face human resource-related problems, because of the considerable unemployment rate, factors that can potentially prevent teachers' resignations or voluntary assignments to other schools may be important in terms of education effectiveness, cost efficiency, and student motivation. In this context, we propose that teachers may remain at schools in which they are currently employed based on perceptions of fair managerial processes, which prevents resignation or re-assignment. Teachers' identification with their organizations may also be a catalyst-a fact that reinforces this proposal. Organizational identification refers to a strong psychological tie- beyond organizational commitment-between employees and organizations. Therefore, teachers who strongly identify with their organizations tend to stay at their schools and continue teaching even in worsened conditions (Ashforth & Mael, 1989).In this regard, we aimed to explore the predictive effects of teachers' organizational justice perceptions on their intention to quit as well as the mediating role of teachers' organizational identification in this process. First, we develop a theoretical framework based on a review of the related literature. Next, we comprehensively describe the research variables pertaining to organizational justice perception, organizational identification, and intention to quit and detail the theoretical interactions among these variables. Further, we explain the analyses. Research findings indicate that teachers' perceptions of fair management and organizational identification are factors motivating them to stay and continue teaching at their organizations. Moreover, teachers' organizational identification explains and strengthens the causal effect of organizational justice perception on intention to quit. …

/pdf/effects-of-teachers-organizational-justice-perceptions-on-1n5iqisf3q.pdf

Effects of Teachers' Organizational Justice Perceptions on Intention to Quit: Mediation Role of Organizational Identification.

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Based on the widely accepted relationship between procedural justice and organizational citizenship behaviour (OCB), this study examines and compares two mechanisms—social exchange with organization and organizational identification, through which employees are motivated to engage in organizational citizenship behaviour. A total of 152 teachers and their corresponding peers in a middle school completed the survey. We used bootstrapping to test our hypotheses. We found that procedural justice perception of employees is associated with their OCB-I (individual-oriented OCB) and OCB-O (organizational-oriented OCB) through two different mechanisms. Justice perception was related to OCB-I mainly through social exchange. Meanwhile the effect of justice perception on OCB-O was mainly channelled through organizational identification of the employees. Social exchange and identification are two parallel mechanisms, which may explain the relationship between procedural justice and OCB. However, their psychological me...

Two parallel mechanisms of the relationship between justice perceptions and employees' citizenship behaviour: A comparison of the organizational identification and social exchange perspective

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Two parallel mechanisms of the relationship between justice perceptions and employees' citizenship behaviour: A comparison of the organizational identification and social exchange perspective