The Role of Irrational Beliefs on Predicting Teacher’s Organizational Commitment

A person’s beliefs may affect their job performance conceptions, work place and conditions. The present paper was aimed to appraise irrational beliefs and its impact on elementary school teacher’s organizational commitment. The current research was based on surveys. Shiraz elementary school male teachers were selected as a statistical population. Consequently, 211 participants were randomly selected using Kersji and Morgans’ sample size table. The measuring instrument was the 40-Items questionnaire of irrational beliefs-Ahvaz version, and Allen and Meyer’s 18- Items organizational commitment questionnaire. The results showed that helplessness for change (t=8.915, p<0.001), problem avoidance (t=11.945, p<0.001) and emotional irresponsibility (t=13.092, p<0.001) were significantly lower than mean, and approval demand (t=3.969, p<0.001) was significantly higher than mean. The results also showed that affective (t=1.602, p>0.111) and normative (t=0.833, p>0.406) commitments were at the mean level and continuous commitment (t=3.980, p<0.001) was higher than mean significantly. Moreover, the results showed that irrational beliefs affect the teacher’s organizational commitment. The correlation coefficient of irrational beliefs in organizational commitment was calculated 0.457, affective commitment 0.387, continuous commitment 0.473, and normative commitment 0.227, respectively. The study was concluded that irrational beliefs have a significant impact on teacher’s organizational commitment. It seems that irrational beliefs can be considered as individual factors influencing organizational commitment.