Investigating Balance in Teacher Job Attitudes using Polynomial Regression and Response Surface Methodology

Organizational theorists have long advocated the importance of attending to multiple stakeholders. However, limited empirical research has been devoted to the ways in which to identify balance, or imbalance, between stakeholder groups possibly due to methodological issues with modeling such complex nomological nets. The current study utilized the multiple stakeholder climate framework to test hypothesized relationships between perceptions of support and affectively-based criteria using polynomial regression and response surface methodology to test discreet regression lines representing predictions. Results from 297 teachers surveyed indicated that support for each group led to positive outcomes for teachers (higher job-specific positive affect and organiza-tional commitment, and lower negative affect). Further, when the support for teachers exceeded or fell short of the support for students, indicating imbalance, negative affect increased.