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    Impact of technostress on job satisfaction and organizational commitment : a thesis presented in partial fulfillment of the requirements for the degree of Master of Management (Management) at Massey University, Auckland, New Zealand / Ian Hyslop
    (Massey University, 2013) Qiu, Wei
    Due to the fast development of ICT technology, both our private and professional lives have changed fundamentally. By using mobile computing communication devices and computer networks, people have the ability to access information quickly; real-time information sharing with colleagues that can happen anytime and anywhere. Thus employees may feel forced to be always connected and respond to work-related issues at any time, and so lose the control of their personal lives. With the adoption of ICTs, organizations are taking on the pressures of frequent re-engineering and process changes, driven by the ICT changes and upgrades. Although the evolution of ICTs has brought numerous potential benefits to the organization, employees often feel frustrated and distressed when they are not able to cope with the demands of organizational computer usage. Recent literature has named this technology-related stress “technostress”. The primary objective of the present study is to develop and validate a model that analyzes the effects of factors that create technostress, and examines its relationship with job satisfaction and organizational commitment. In addition, this study also attempts to identify a mechanism that can potentially alleviate the negative effects of technostress. It examines how user involvement as a technostress inhibitor affects technostress, job satisfaction and organizational outcomes. The result is based on a survey data analysis of 215 people who work in New Zealand . A structural equation modeling technique was applied to examine the simultaneous casual relationships between technostress creators and other variables, and further, to explain them Results from the present study found that technostress is a significant factor in predicting employee job satisfaction, which in turn impacts on their organizational commitment. It also provides evidence for the mediating effect of job satisfaction in the relationship between stress and organizational commitment. In addition, this study highlights the complex nature of user involvement and its complex relationship with other organizational and individual factors. The technology world will continue to advance; organizations will continually introduce new technology to keep up with competition in the market, and employees cannot avoid continually increasing their daily interactions with ICTs. This study demonstrates potential negative effects of technostress for ICT usage in organizations. The results of the study suggest that technostress is an important factor in predicting the job satisfaction of employees, which in turn influences their commitment to the organization.
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    An ethnographic study of school culture, teachers' job satisfaction and organizational commitment in a selected New Zealand secondary school : a thesis submitted to the Faculty of Education, Massey University for the degree of Doctor of Philosophy
    (Massey University, 1998) Mak, Joseph Tze-Kin
    This thesis describes a study of the school culture of a public secondary school for girls in a New Zealand provincial city. The main aim of this study was to investigate the relationship between school culture and teachers' job satisfaction and organizational commitment in a New Zealand secondary school. The study sought to identify the elements of school culture which have an effect on teachers' job satisfaction and organizational commitment. In particular, the study also investigated the ways in which these cultural elements affect teachers' job satisfaction and organizational commitment, and the way in which the school culture can be shaped to enhance teachers' job satisfaction and to foster teachers' commitment. The present research was an ethnographic case study in which the culture of one secondary school was studied by using the ethnographic research approach for cultural description and interpretation (Geertz, 1975). With the emphasis on participant observations in the field as the main research technique, the study also employed both formal and informal informant interviews of people in the school and document analysis as data gathering techniques. The researcher spent a substantial period of time at a selected New Zealand secondary school for a period lasting more than one school year in the field as a participant observer, observing the cultural life of the school as it took place in the participants' daily living in order to provide a "thick description" of this cultural life from the perspectives of the participants themselves (Glaser and Strauss, 1967). The concept of the interpretive paradigm (Morgan, 1980) was used to interpret the data which were gathered in the fieldwork phase of the study in order to discover the reality from the perspectives of the participants. The concept of grounded theory (Glaser and Strauss, 1967) was adopted in that there was no preconceived theoretical construct to be proved or disproved during the study (Schatzman and Strauss, 1973), but the study was guided by a selected group of relevant concepts constituting the conceptual framework for the research processes. This group of concepts included the concepts of culture, job satisfaction, organizational commitment, ethnography, interpretive paradigm, and grounded theory approach. Four cultural themes were generated in the present study which related school culture to teachers' job satisfaction and organizational commitment: 1. Congruence of school values with teachers' professional goals; 2. Mediating factors enhancing teachers' identification with the school; 3. School values and teachers' need satisfaction; 4. Mediating factors enhancing teachers' job satisfaction THEME ONE: CONGRUENCE OF SCHOOL VALUES WITH TEACHERS' PROFESSIONAL GOALS The congruence of basic philosophy and core values of the school culture with the personal needs and professional values of the individual teachers is important for the development of teachers' commitment to the school as an organization. This congruence of school philosophy and core values of the school with the personal needs, professional values and expectations of teachers fosters teachers' acceptance for the school values and their identification with the school. And this teachers' acceptance of the school values and their identification with the school is an essential condition for the development of teachers' commitment to the school as an organization. THEME TWO: MEDIATING FACTORS ENHANCING TEACHERS' IDENTIFICATION WITH THE SCHOOL The processes leading to teachers' acceptance for the school values and their identification with the school are also mediated by a number of cultural factors: a strong and positive cultural leadership; a collaborative culture with participative decision making process; and the effective means of reaching cultural consensus which include wide consultation network and open communication channels. THEME THREE: SCHOOL VALUES AND TEACHERS' NEED SATISFACTION The degree to which teachers are satisfied with their job depends very much on the extent to which teachers' personal needs as a teacher at school are gratified and their professional goals and expectations of their job are met. Teachers' personal needs, their professional goals and expectations of their job as a teacher are influenced by their understanding of the teaching profession and their perception of the roles as a teacher. And, teachers' role perception is in turn affected by the basic philosophy and core values of the school's culture. THEME FOUR: MEDIATING FACTORS ENHANCING TEACHERS' JOB SATISFACTION The processes of need satisfaction and goal achievement in teachers, as stated in Theme Three, are mediated by a number of cultural factors which can be classified into two categories: 4(a) cultural relations which include: teachers' relationships with their students, supervisors and colleagues; and 4(b) other cultural factors which include: the organizational characteristics of the school, professional autonomy, recognition of contribution and achievement and the professional support and encouragement provided by the school leaders. These four cultural themes provide answers to the following four research questions being addressed in the present study: 1. What are the elements of school culture which affect teachers' job satisfaction and organizational commitment? 2. How do these identified cultural elements affect teachers' organizational commitment? 3. How do these identified cultural elements affect teachers' job satisfaction? 4. What are the implications of these research findings for school administrators who seek to shape and sustain a school culture which enhance teachers' satisfaction in their job and their commitment to the school as an organization? The study concludes with a cultural theory of teacher's job satisfaction and organizational commitment generated from the cultural elements which were identified from the data and the cultural themes derived from the data analysis in the present study. An examination of the methodology was also considered with some directions for further study.
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    Organizational downsizing and the instrumental worker: Is there a connection?
    (Massey University. Department of Management and International Business, 2006) Macky, Keith
    A national population sample of 424 employees was used to explore the proposition that the widespread use of organizational downsizing by management has led employees to adopt a more instrumental orientation to the employment relationship. Contrary to predictions, employees who had never worked in a downsized firm (Controls), or who had been made redundant as a result of downsizing (Victims), reported stronger instrumentalist beliefs than those who had experienced at least one downsizing but had never been made redundant (Survivors). Employees who had experienced more downsizings were also more likely to report lower instrumentalism, by disagreeing with statements suggesting that work is a necessary evil, just something that has to be done in order to earn a living, and that money is the most important reason for having a job. The findings are discussed in the context of reactance theory and instrumentalism as a malleable socialized work attitude.