Determinants and Outcomes of Psychological Contract Fulfillment: Does School Type Matter?

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division A - Administration Virtual Poster Session

Abstract

The purpose of the current study was to comparatively analyze the determinants and outcomes of teachers’ psychological contract fulfillment in two distinct school structures, regular public schools and charter schools. Social Exchange Theory and Organizational Justice Theory guided the study. Participants included a random sample of 85 public school teachers, 15 public school principals, 83 charter school teachers, and 10 charter school principals. MANOVA and structural equation modeling techniques were employed for the analyses of data. In Regards to determinants, only principal obligations positively predicted psychological contract fulfillment in charter schools. For the outcomes, psychological contract fulfillment significantly predicted teachers’ extra-role behavior and in-role job performance in charter schools. No significant relationships were found for the regular public schools.

Authors

• Necati Sahin, University of Arkansas at Little Rock
  Presenting Author

• Ibrahim Duyar, Arkansas State University
  Presenting Author