Modeling Structural Relationships Between Job Embeddedness, Organizational Pride, and Psychological Capital Among Faculty Members at Al-Azhar University

Document Type : Original Article

Author

Assistant Professor of Psychology, Faculty of Humanities Studies, Dakahlia.

Abstract

The current study aimed to test the validity of the proposed model, which explains the pathways of relationships (effects) between job embeddedness as an independent variable, organizational pride as a mediating variable, and psychological capital as a dependent variable among faculty members. The study also sought to investigate the significance of differences in these relationships based on gender (male-female), type of faculty (theoretical-practical), years of experience (less than 5 years, 5-10 years, 10-15 years, more than 15 years), and academic rank (teaching assistant, assistant lecturer, lecturer, assistant professor, professor). The study sample consisted of 579 faculty members at Al-Azhar University, with an average age of 45.03 years and a standard deviation of 9.935. The researcher applied a Job Embeddedness Scale, an Organizational Pride Scale, and a Psychological Capital Scale (developed by the researcher).
The results indicated a good fit between the proposed path analysis model and the sample data regarding the relationships between job embeddedness as an independent variable, organizational pride as a mediating variable, and psychological capital as a dependent variable among faculty members at Al-Azhar University. There was a statistically significant direct effect between job embeddedness and organizational pride, and between organizational pride and psychological capital. Additionally, there was a statistically significant indirect effect of job embeddedness on psychological capital through organizational pride as a mediating variable.
The findings also showed consistency in the proposed path analysis model across different subgroups in the sample regarding gender (male-female), type of faculty (theoretical-practical), years of experience (less than 5 years, 5-10 years, 10-15 years, more than 15 years), and academic rank (teaching assistant, assistant lecturer, lecturer, assistant professor, professor). These results were interpreted in light of previous research and studies, and several recommendations and research suggestions were presented by the researcher.

Keywords

References

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