Co esponding au ho : Sammunku y Si hy Hamila
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion Liscense 4.0.
Impac o Psychological Con ac on O ganiza ional Commi men - Wi h e e ence o
Go e nmen School Teache s in Ba icaloa Dis ic , S i Lanka
Sammunku y Si hy Hamila *
S i Lanka Ins i u e o Ad anced Technological Educa ion, Ba icaloa, S i Lanka.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(02), 1482-1490
Publica ion his o y: Recei ed on 12 July 2025; e ised on 18 Augus 2025; accep ed on 21 Augus 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.27.2.3012
Abs ac
The ela ionship be ween employees and employe s is inc easingly being s udied in esea ch on psychological
con ac s. The pu pose o his s udy is o in es iga e he impac o psychological con ac on he o ganiza ional
commi men o go e nmen school eache s in S i Lanka. The esea ch has d awn a sample o 191 eache s om
Ba icaloa Cen al Zone, using simple andom sampling echnique. As independen a iables, he ques ionnai e
dis ibu ed includes wo majo cons uc s o psychological con ac s, namely ansac ional psychological con ac s and
ela ional psychological con ac s, and o ganiza ional commi men (a ec i e commi men ) as a dependen a iable.
The da a collec ed has been p ocessed ia s uc u al equa ion modelling using he Sma -PLS e sion 4.0. The es s on
he hypo heses e eal ha bo h ca ego ies o psychological con ac signi ican ly con ibu e owa ds enhancing
employee commi men o school eache s. The s udy also e eals ha he impac o ela ional psychological con ac on
a ec i e commi men o employees is highe han he ansac ional psychological con ac o he eache s. This s udy
o e s some ecommenda ions ha he school managemen should seek o ul ill psychological con ac s wi h he
employees ha will gua an ee employee commi men .
Keywo ds: O ganiza ional commi men ; Psychological con ac ; S uc u al equa ion modelling; Teache s; School.
1 In oduc ion
In o de o gain a compe i i e edge, co po a ions ha e been compelled o build special dynamic human esou ce skills.
As a esul , in a socie y whe e echnology is pe asi e and always changing, hey a e concen a ing on he e icien use
o hei human esou ces. Howe e , i has been a gued by Goswami [9] ha he ela ionship be ween an employe and
an employee has been he mos challenging o all ela ionships, cha ac e ized by a s ess ul wo k en i onmen , a lack
o communica ion, and a lack o us . The e o e, a c i ical cons uc in unde s anding he employmen ela ionship and
managing he issue o a ac ing and e aining employees is he psychological con ac [16]. Due o he changing na u e
o he employe -employee ela ionship and he cu en ecession ha has a ec ed he wo ld economy, many
esea che s ha e ocused a g ea deal o emphasis on his subjec [2], [3], [30],[20]. Acco ding o Dabos and Rousseau
[6], he psychological con ac e e s o he expec a ions ha a e ounded on p omises made o implied abou he
ecip ocal esponsibili ies ha exis be ween he employe and he employee. I is ob ious ha i an employee is no
psychologically connec ed o he o ganiza ion, i s de elopmen is g ea ly a ec ed. O e he pas yea s, a numbe o
s udies ha e p o ided empi ical suppo o he psychological con ac as a signi ican cons uc ha is ela ed o a
numbe o HRM concep s, including employee engagemen , mo i a ion, oppo unis ic beha io , employe -employee
ela ionships, commi men , e c. in S i Lanka. Howe e , he e a e ew empi ical esea ch s udies in he ield o educa ion,
and he e has been no epo ed esea ch, pa icula ly in he a ea o p ima y and seconda y educa ion. The e o e, his
esea ch was conduc ed wi h an objec i e o in es iga ing he impac o psychological con ac on he job commi men
o eache s in S i Lanka.
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Since 2019, he d ama ic nega i e consequences o COVID19 ha e had a signi ican impac on almos all employmen
sec o s wo ldwide, including S i Lanka. Fu he mo e, S i Lanka's ecen economic down u n has made he si ua ion
wo se. They ha e made majo changes o he eaching p o ession ha he school communi y and eache s a e no
accus omed o, as well as he manne du ies a e ca ied ou in class ooms. The S i Lankan schools ha e modi ied hei
sys ems ( o ins ance, mo ing om adi ional class oom eaching o online eaching) in o de o mee and adap o
hese changes, which aises he s ess ha eache s expe ience a wo k. This is due o he signi ican e ec s o COVID
19 and he ensuing se e e economic c isis. On he o he side, S i Lankan eache managemen has a numbe o
challenges. Se e al a eas o eache managemen , including p omo ions, school inspec ions, and eache pe o mance
e iews, a e no ca ied ou adequa ely in S i Lanka, acco ding o a policy esea ch wo king pape published by he
Wo ld Bank [22]. I is widely belie ed ha S i Lankan public school eache s need be e compensa ion, bene i s, and
wo king condi ions. When compa ed o ad ancemen s in hese cha ac e is ics in po en ial occupa ions in S i Lanka's
p i a e sec o , eaching job ai s a e seen as ac ually ge ing less desi able o e ime. Hence, as s a ed by Zhou e al.
[31], oday's as al e ing li e s yles ha e al e ed indi idual alues, leading o an inc ease in he p e e ence o he
ansi ion con ac ual ela ionship and independence o e a ious al e na i e op ions. Teache s' engagemen and
commi men o hei jobs ha e dec eased as a esul , ala ming school adminis a ion. As a esul , i becomes impo an
o es ablish he igh o ganiza ion-membe ela ionship. Consequen ly, he psychological con ac has become a majo
conce n o schola s. An inno a i e app oach o eache managemen is he in eg a ion o psychological con ac and
job commi men . E en hough he e a e ew empi ical s udies ha conce ned psychological con ac o academics, s ill
he e is a esea ch gap on how his psychological con ac in luences job commi men o school eache s in S i Lanka.
As such, his s udy was aimed a answe ing he esea ch ques ion o wha e ec psychological con ac s ha e on job
commi men among S i Lankan eache s.
2 Theo e ical F amewo k and Resea ch Hypo hesis
2.1 Psychological con ac
Di e en w i e s de ine psychological con ac using a ious me hods. The ph ase "psychological con ac " was
o iginally used by A gy is in 1960, who de ined i as an ag eemen in which bo h pa ies mus ha e a common
unde s anding o wha hey a e expec ed o con ibu e o one ano he [15]. The o ganiza ion and he indi idual
wo ke 's awa eness o hei mu ually ul illing asks and obliga ions is highligh ed by he psychological con ac 's
gene al de ini ion. A psychological con ac (PC), when iewed na owly, is a compila ion o employee pe cep ions o
he du ies and commi men s o bo h pa ies based on pe cep ion, commi men , and us in he job ela ionship. In
addi ion, i has been a gued ha b eaching a psychological con ac nega i ely impac s job pe o mance, job
sa is ac ion, and employee commi men . Consequen ly, o ganiza ions oday y o main ain a good psychological bond
be ween hem and hei employees [20]. Psychological con ac s all in o wo basic ca ego ies: ansac ional con ac s
and ela ional con ac s. Acco ding o Rousseau [25], he ela ional psychological con ac is de ined as he employees'
pe cep ion o a long- e m s able ela ionship wi h he o ganiza ion, while he ansac ional psychological con ac is
de ined as he employees' pe cep ion o economic, ma e ial, and de elopmen al esponsibili ies and obliga ions
p o ided by he o ganiza ion. Zhou e al. [31], s a ed ha a ansac ional con ac is one in which bo h pa ies ecei e
ma e ial bene i s. As a esul , employees do no ac ually become membe s o he o ganiza ion; ins ead, hey a e
p ima ily in e es ed in he immedia e money ewa ds and pe sonal bene i s. They also con end ha he ul illmen o
social a achmen on bo h sides, such as o ganiza ional suppo and o ganiza ional loyal y, is he ounda ion o he
ela ional psychological con ac . Employees' a ec i e pa icipa ion and belie in o ganiza ions is e lec ed in he
ela ionship con ac because o ganiza ions ensu e hei wo k sa e y, skill de elopmen , and ca ee ad ancemen in
addi ion o gi ing hem he ma e ial bene i s hey need. Rela ional and ansac ional con ac s a e independen o one
ano he because o hei di e ences. The e o e, ce ain psychological con ac s depend on bo h ela ional and
ansac ional du ies, whe eas o he s depend on bo h (Philipp & Lopez, 2013, as ci ed in Gha ib and Khai y) [8].
The e o e, hese wo aspec s o PC ha e been subs an ia ed by a la ge body o empi ical esea ch.
2.2 O ganiza ional commi men
Robbins de ined o ganiza ional commi men (OC) as a s age in which he employee ecognizes a ce ain g oup wi h he
goals, and hopes o main ain he s a us as he g oup membe [23]. Fa oni, e .al., a gue ha commi men o he
o ganiza ion means mo e han jus o mal membe ship, because i includes an a i ude o lo ing he o ganiza ion [7]. I
has h ee dimensions: a ec i e commi men ( e lec ing employees' a ec i e dependence on, iden i ica ion wi h, and
in ol emen in o ganiza ions, as well as hei willingness o emain he e as a sign o hei a ec ion o he company),
no ma i e commi men ( e lec ing employees' commi men o emain in hei o ganiza ions as a sign o hei sense o
social esponsibili y an ( e lec ing employee commi men o s ay in o ganiza ion based on u ili a ian conside a ion).
Acco ding o Singh and Guj al, he employees who a e commi ed o hei o ganiza ion ha e highe alue as compa ed
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o he ones who a e no commi ed o hei o ganiza ion since hey end o be mo e e ec i e, e icien , de e mined and
p oac i e as hey pu in all hei s eng h and do hei wo k in a us wo hy manne [29].
2.3 Rela ionship be ween psychological con ac and o ganiza ional commi men
Mos academics ag ee wi h Meye and Allen's [17] asse ion ha o ganiza ional commi men ep esen s he
psychological ela ionship be ween employees and o ganiza ions. As Meye and Allen de ined he o ganiza ional
commi men as he employee's psychological pe cep ion o he link be ween people and o ganiza ions, e lec s he
employee's psychological s a us o being loyal o he o ganiza ion. The e o e, he pe cep ion o psychological con ac
is he in e nal oo o o ganiza ional commi men [26] and i in luences he decision o employees o s ay in he
o ganiza ion and changes he deg ee o emo ional dependence and in es men on he o ganiza ion [21]. Acco ding o
Nishan hi and Mahalekamge, Psychological con ac e lec s he belie s sys em o employees o mu ual esponsibili y
and obliga ion be ween indi iduals and o ganiza ions [20]. Cassa and B ine also emphasized ha he employees'
unde s anding and pe cep ion o psychological con ac is based on an a bi a y in e p e a ion o o ganiza ional
commi men [5]. Acco ding o Schalk and Roe [27], he p esence o a psychological con ac indica es ha he employee
is dedica ed and commi ed o he company and is eady o accep he oles and esponsibili ies ha a e p o ided by
he company and pe o m hem in line wi h speci ied c i e ia. They u he asse ha a mo e a o able con ac will
likely esul in he employee ha ing a mo e a o able pe cep ion o he o ganiza ion, leading o g ea e commi men .
Va ious s udies ha e e idenced ha mo e a o able psychological con ac s a e associa ed wi h highe le els o
o ganiza ional commi men [20],[29], [5], [30, [14], [13], [11]. Howe e , his esea ch conside s a ec i e componen o
job commi men o employees in his s udy as he dependen a iable. An onaki and T i ellas (2014), as ci ed in B a o,
e .al. no ed ha he a ec i e componen o he psychological con ac is used in mos s udies in ol ing o ganiza ional
commi men as a s udy a iable, because i is mo e ep esen a i e o a wo k a i ude ha appea s o di ec ly in luence
employee esponse o he o ganiza ion [4]. A ec i e commi men , acco ding o He e a and De Las He as-Rosas, is
based on a psychological pe spec i e ha emphasizes he bond be ween indi iduals and o ganiza ions [12]. The e o e,
based his li e a u e e iew, he esea ch hypo hesis was de eloped as ollows,
Wi h espec o he eache s wo king in Ba icaloa dis ic ,
• H1: The e is a posi i e associa ion be ween ansac ional psychological con ac and a ec i e o ganiza ional
commi men .
• H2: The e is a posi i e associa ion be ween ela ional psychological con ac and a ec i e o ganiza ional
commi men .
Figu e 1 Concep ual F amewo k
3 Me hodology
The s udy employed he posi i is philosophical pa adigm, which belie es in an objec i e eali y. Resea ch app oach
was quan i a i e and esea ch design was explana o y.
3.1 S udy popula ion and sample
The a ge popula ion comp ised o all go e nmen school eache s employed in S i Lanka's Ba icaloa Cen al Zone.
Acco ding o he Minis y o Educa ion o S i Lanka, he e a e 1824 eache s wo king in Ba icaloa Cen al Zone schools
[19]. Pa icipa ion was olun a y. Th ough he coope a ion o all school p incipals, pa icipan s we e gi en a s uc u ed
ques ionnai e which was p esen ed in google o m. Ques ionnai e link was gi en o he school p incipals and h ough
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hem i was sha ed o he eache s. Pa icipan s we e in o med ha hei anonymi y was g an ed. The ins umen was
comple ed by 203 o he 225 eache s ha we e expec ed. Twel e o he 203 su eys e ie ed we e highly incomple e.
The emaining 191 comple ed ques ionnai es which is app oxima ely 10% o a ge popula ion we e used o da a
p ocessing and analysis.
3.2 Da a collec ion
Aside om seconda y da a, his s udy used a p e-planned ques ionnai e su ey o collec p ima y da a o assess he
esea ch hypo hesis. The ques ionnai e was deal wi h he psychological con ac scale and he o ganiza ional
commi men scale, espec i ely. In his s udy, he psychological con ac was ope a ionalized as pa icipan s'
assessmen s o how well he o ganiza ion me he psychological con ac . The psychological con ac scale in his s udy
comp ised o 12 i ems di ided in o wo pa s: assessmen o ansac ional psychological con ac (6 i ems) and
measu emen o ela ional psychological con ac (6 i ems). This se o six i ems o ansac ional psychological con ac
was adap ed om Millwa d and Hopkins' [18] "psychological con ac scale," and ano he se o six i ems o ela ional
psychological con ac was adap ed om Robbinson and Mo ison's scale [24]. Also, o measu e o ganiza ional
commi men , a sho ened e sion o Allen and Meye 's o ganiza ional commi men scale wi h six i ems pe each o h ee
dimensions was adop ed om Abdulla [1. E e y esponse was sco ed on a 5-poin Like scale, anging om 1 (s ongly
disag ee) o 5 (s ongly ag ee).
3.3 Da a analysis
The esea che 's hypo he ical model was analyzed using pa ial leas squa es (PLS) analysis wi h Sma PLS4.0 so wa e.
Expe s ad oca e double-s age analy ical app oaches o unning s uc u al equa ion model, which should comp ise
bo h es ing o he ou side measu emen model and assessmen o he inne s uc u al model. PLS has long been
ecognized as a eliable app oach o calcula ing absolu e pa h-coe icien s in a wide ange o esea ch models, including
o ganiza ional beha io s udies [28]. This has been de eloped and e alua ed by mode n esea che s because i has he
unique abili y o shape la en cons uc s unde lying a wide ange o si ua ions, including non-no mali y in da a and
small o medium sample sizes [10].
4 Resul s
The da a was analyzed in wo s ages; measu emen model analysis and s uc u al model analysis.
4.1 Measu emen Model Analysis
Based on he concep ualiza ion o he cons uc and he esea ch objec i es, PLS-SEM uses wo ypes o cons uc s:
e lec i e and o ma i e [10]. A e lec i e measu emen model was used in his s udy. In o de o he s udy o be
conside ed e lec i e, all la en cons uc s mus be e lec i e. A eliabili y and alidi y es mus be pe o med on he
e lec i e measu emen model o ensu e i s app op ia eness o PLS-SEM in es iga ions [28]. The e o e, as pa o he
measu emen model e alua ion, i e i ems (AC2, RPC6, TPC1, TPC2 and TPC6) was emo ed om he analysis because
o low ac o loadings (<0.600). To es he eliabili y o he cons uc s, he s udy used C onbach’s Alpha and composi e
eliabili y (CR). C onbach Alpha o each cons uc exceeded he 0.700 h eshold. All he CRs we e highe han he
ecommended alue o 0.700. Con e gen alidi y was accep able because he a e age a iance ex ac ed (AVE) was
o e 0.500. VIF alue o he all he i ems showed ha he e is no mul icollinea i y be ween he i ems. The esul s o
eliabili y and alidi y along wi h he ac o loadings and VIF o he i ems a e p esen ed in Table 1.
Table 1 Loadings, Reliabili y and Validi y
I ems
Loadings
VIF
C onbach’s Alpha
CR
AVE
TPC3
0.736
1.370
0.703
0.765
0.620
TPC4
0.834
1.376
TPC5
0.719
1.360
RPC1
0.772
1.729
0.818
0.820
0.579
RPC2
0.745
1.652
RPC3
0.743
1.578
RPC4
0.722
1.511
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RPC5
0.800
1.845
AC1
0.801
1.854
0.827
0.828
0.591
AC3
0.759
1.716
AC4
0.731
1.552
AC5
0.745
1.575
AC6
0.797
1.873
Disc iminan alidi y was assessed by Fo nell- La cke C i e ion. The ables below show ha squa e oo o AVE o he
cons uc was g ea e han he in e - cons uc co ela ion. Disc iminan alidi y was also assessed by he e o ai -
Mono ai a io o co ela ions wi h alues below he h eshold o 0.90. Hence disc iminan alidi y was es ablished
(see Table 2 and Table 3)
Table 2 Fo nell- La cke C i e ion
TPC
RPC
AC
TPC
0.787
RPC
0.295
0.761
AC
0.467
0.545
0.769
No e: Values in i alic ep esen squa e oo o AVE.
Table 3 HTMT Ra io
TPC
RPC
RPC
0.383
AC
0.584
0.660
4.2 S uc u al Model Analysis
S uc u al model is he inne composi ion o he ela ions among di e en cons uc s o a s udy. I e lec s he pa hs
hypo hesized in he esea ch amewo k. A s uc u al model is assessed based on he R2, Q2 and signi icance o pa hs.
The goodness o he model is de e mined by he s eng h o each s uc u al pa h de e mined by R2 alue o he
dependen a iable (B iones Penal e e .al., 2018). The alue o R2 should be equal o o o e 0.1 (Falk and Mille , 1992).
The esul s in he able 4 shows ha all R2 alues a e o e 0.1. Thus, hese wo cons uc s (TPC and RPC) collec i ely
explain 40% a iance in a ec i e commi men . Hence he p edic i e capabili y was es ablished. Fu he Q2 es ablishes
he p edic i e ele ance o he endogenous cons uc s. Q2 alue abo e ze o shows ha he model has p edic i e
ele ance. The esul s show ha Q² is 0.366 which means ha he e is a signi icance in he p edic ion o he cons uc s
(see able 4).
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Figu e 2 S uc u al Model
Table 4 Goodness o model
Q²
R2
R2 adjus ed
AC
0.366
0.400
0.393
Fu he mo e, he model i was assessed using SRMR. The alue o SRMR was 0.091, his is below he equi ed alue o
0.10, indica ing accep able model i [10].
Table 5 Model Fi
Sa u a ed model
Es ima ed model
SRMR
0.091
0.091
d_ULS
0.761
0.761
d_G
0.369
0.369
Chi-squa e
398.223
398.223
NFI
0.645
0.645
In addi ion o he assessmen o he goodness o i , hypo heses we e es ed o asce ain he signi icance o he
ela ionship. H1 s a es ha he e is a posi i e associa ion be ween TPC and AC. The esul s e ealed ha TPC has a
signi ican posi i e impac on AC (β=0.336, = 5.225, p<0.05). Hence, H1 was suppo ed. The esul s o second
hypo hesis which s a ed ha he e is a posi i e associa ion be ween RPC and AC showed ha RPC has a signi ican
posi i e impac on AC (β=0.446, = 5.805, p<0.05). Hence, H2 was also suppo ed.
Fu he , he e ec sizes we e also assessed by F squa e alues. The alues smalle han 0.02 p opose small e ec s, 0.02
o 0.15 e lec medium e ec and 0.15 o 0.35 and g ea e alues imply la ge e ec sizes (Cohen, 1988). The e o e, i is
e iden in Table 6 ha bo h he H1 and H2 ha e a la ge e ec size.
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Table 6 Resul s o Hypo heses Tes ing
Be a
S anda d
De ia ion
T
S a is ics
P
Values
Decision
F2
E ec
size
H1: TPC-> AC
0.336
0.064
5.225
0.000
Accep ed
0.172
La ge
H2: RPC -> AC
0.446
0.077
5.805
0.000
Accep ed
0.302
La ge
5 Discussion
The pu pose o his esea ch was o explo e he associa ion among psychological con ac on a ec i e commi men
among he school eache s. As obse ed in all di ec e ec indings, ela ional and psychological con ac s appea o be
s ongly associa ed wi h a ec i e commi men . Based on he esul s, i would appea ha a psychological con ac
whe e employees' expec a ions a e me will enable hem o be loyal and commi ed o he o ganiza ion. I has been
shown ha psychological con ac is s ongly linked wi h a ec i e commi men by a numbe o pas esea ch schola s
and ha his ela ionship has been es ablished. The esul s o such s udies indica e ha highe o ganiza ional
commi men s occu when he psychological con ac s a e mo e a o able. Acco ding o Gues and Conway (2000),
psychological con ac s a e employees’ belie s conce ning mu ual commi men s. Employe s conside wha hey owe o
o ganiza ions, and o ganiza ions belie e wha hey owe employees. In such a case, indi iduals eel us a ed and will
dis ance hemsel es om he o ganiza ion i he o ganiza ion b eaches i s p omises. The cu en inding is in
acco dance wi h hose schola s who ha e ound ha psychological con ac s a e closely ela ed o a ec i e componen
o o ganiza ional commi men . Also, om he indings, i was no ed ha bo h he socio-emo ional g a i ica ion
componen o ela ional con ac s and oppo uni ies o g ow h and lea ning componen s o ansac ional con ac s a e
alued by school eache s. As a esul , eache s seem o place g ea e expec a ions on socio-emo ional incen i es ha
s eng hen hei long- e m ela ionships wi h schools, as well as angible incen i es ha hei wo kplace may be able
o p o ide, such as a good deal o compensa ion, well-de ined wo king hou s, and a sense o pe sonal ul illmen .
The e o e, o succeed, school adminis a o s mus ca e ully conside psychological con ac expec a ions and ensu e
hey align wi h o ganiza ional goals. Acco ding o he esul s, a be e employee ela ions s a egy and p ope angible
mo i a ional s a egies esul s in a s onge psychological con ac be ween school managemen and eache s, which
ein o ces in e pe sonal bonds. Consequen ly, school managemen mus emphasize he impo ance o mu ual
obliga ions in o de o build a posi i e school clima e.
6 Conclusion
The s udy examined he ela ionship be ween psychological con ac and o ganiza ional commi men . I aimed o
de e mine how di e en pa ame e s o psychological con ac impac o ganiza ional commi men , especially a ec i e
commi men . The s udy ound ha bo h a ansac ional and a ela ional psychological con ac ha e posi i e
ela ionships wi h eache s' a ec i e commi men . As a esul o he indings, his s udy emphasizes he impo ance o
psychological con ac s in ensu ing commi men . Consequen ly, his s udy concludes ha he concep o he ela ional
con ac cap u es e y well he p ima y mechanism by which commi men s a e a ec ed: exchange and ansac ional
con ac s emphasize speci ic, sho - e m mone a y obliga ions. Fu he , he s udy also concludes ha he ela ional
con ac s in he cu en s udy had a much s onge e ec han ansac ional con ac s.
7 Implica ions o he s udy
7.1 Theo e ical implica ion
The heo e ical implica ion o his wo k is ha i ex ends and suppo s he empi ical e idence ha al eady exis s
ega ding he o igins o he PC and OC ela ionship. I has gi en a wide ounda ion o de e mining how PC dimensions
a ec OC. Speci ically, he wo o ms o psychological con ac s a e ound o posi i ely in luence o ganiza ional
commi men . As a esul , he empi ical indings om his s udy suppo he claim ha s eng hening hei PC can
inc ease hei le els o commi men .
7.2 P ac ical implica ion
The esul s o his s udy ha e signi ican consequences o school managemen om a p ac ical s andpoin . The
managemen has o ensu e a ha monious en i onmen wi hin he schools. When people eel com o able wo king
wi hin an en i onmen , hey a e mo e likely o be commi ed. As well as how hey a e ea ed wi hin he o ganiza ion,
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(02), 1482-1490
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and how hey a e mo i a ed by hei wo k and he o ganiza ion, de e mine he psychological con ac be ween hem
and hei employe . School adminis a o s should closely moni o eache s' opinions o he e ms o hei psychological
con ac s and make hem clea e . Nume ous kids' li es a e impac ed by he eaching p o ession, hus he e is much o
be gained by unde s anding he expec a ions o eache s place on hei employe s. The ela ionship will imp o e and
o ganiza ional commi men will be inc eased i eache s a e in o med abou hei psychological con ac s and wha is
eally expec ed o hem. The imp ession o psychological con ac s is c ucial in os e ing and s eng hening
commi men s a wo k since he e is a s ong posi i e associa ion be ween ela ional con ac s and a ec i e
commi men .
Limi a ions o he s udy and Di ec ion o u u e esea ch
The i s limi a ion o his s udy is ha he sample size o his s udy migh no be su icien because o he ime
cons ain s on he esea ch. Fo his s udy, a o al o 191 ques ionnai es we e included o he s udy. This would es ic
he gene alizabili y o he s udy's indings. In o de o boos sample ep esen a i eness and conclusion gene aliza ion,
u u e s udies may conside ga he ing samples om a wide a ie y o school eache s om o he educa ional zones in
he dis ic . Mo eo e , he second limi a ion o his esea ch is, i employed a quan i a i e app oach. When doing a
quali a i e explo a o y s udy, esea che s migh gain eache s' mo e succinc opinions on he psychological con ac .
The hi d limi a ion o his s udy is ha i only conside ed independen and dependen ac o s when d awing i s
conclusions. The link be ween he psychological con ac and o ganiza ional commi men , howe e , may be mode a ed
o media ized by a numbe o o he elemen s, including mo i a ion, he quali y o he wo k en i onmen , wo k-li e
balance, o ganiza ional suppo and us , e c. By conside ing hese a iables in u u e esea ch, we can gain mo e
insigh in o his ela ionship.
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