The Relationships between Teachers' Psychological Contract Violation, Job Alienation, and Counterproductive Work Behaviors*

Authors: Derya Demir - Nihan Demirkasımoğlu

The main purpose of the study is to determine the relationship between teachers’ psychological contract violation, work alienation, and counterproductive work behavior. This quantitative research included 476 teachers working in public and private secondary schools in the Turkish Republic of Northern Cyprus (TRNC). The research findings revealed that teachers’ perceptions of psychological contract violation and job alienation levels were found to be low. Teachers’ perceptions of psychological contract violation and their level of work alienation did not differ according to gender and educational status. There is a significant difference according to the school type, seniority, and working time at school. Teachers had low levels of counterproductive work behavior. The psychological contract had a significant and positive effect on work alienation but did not have a significant effect on counterproductive work behaviors. Lastly, school type was not found to be a significant mediator variable. Even low levels of psychological contract breach among teachers can be problematic if not fully addressed. School administrators should communicate openly with teachers and make realistic promises, particularly in private schools. Efforts should be made to strengthen teachers' psychological contracts and support their professional development.

 704   View PDF