Introduction. Teachers are increasingly confronted with heightened professional demands, which may affect their psychological attachment and commitment to educational institutions. However, empirical evidence on psychological factors that strengthen teachers’ organizational commitment across educational levels remains limited. This study aims to analyze the influence of meaningful work on organizational commitment among high school education teachers, hereby contributing empirical insights into how psychological resources can strengthen teachers’ organizational commitment within school organizations.
Research methods. A quantitative design was employed, with data collected through psychological scales measuring meaningful work and organizational commitment developed by the research team. The respondents consisted of 315 active high school teachers, selected through a convenience sampling technique. Data were analyzed using SPSS, with validity and reliability testing conducted prior to hypothesis testing. The main analyses included correlation and regression techniques, as well as group comparison tests.
Results. The results indicate that meaningful work significantly influences organizational commitment and serves as a strong predictor of the outcome (R = 0.766; R² = 0.586; p < 0.001). Correlation analyses indicate strong and significant relationships between meaningful work and all dimensions of organizational commitment (p < 0.001). Additionally, significant gender differences were observed, with female teachers reporting higher levels of meaningful work and organizational commitment.
Conclusion. Meaningful work plays a crucial role in strengthening teachers’ organizational commitment. These findings underscore the importance of fostering meaningfulness in teachers’ work through supportive organizational practices, such as professional recognition, career development, and purposeful job design. Enhancing meaningful work may serve as a strategic approach for improving teacher commitment within educational institutions.
Keywords: meaningful work, organizational commitment, teachers, high school education, school organizations
For Citation: Izzati, U. A., Suhartini, R., & Ramadhani, B. Y. A. (2026). From Meaning to Commitment: How Meaningful Work Shapes Organizational Commitment Attachment among High School Education Teachers. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (4), 726–737. https://doi.org/10.32744/pse.2026.4.48
Authors:
Umi Anugerah Izzati [Corresponding Author] (Indonesia, Surabaya) — Lecturer, Department of Psychology, Faculty of Psychology. Universitas Negeri Surabaya. Email: umianugerah@unesa.ac.id
Ratna Suhartini (Indonesia, Surabaya) — Professor, Department of Fashion. Design, Faculty of Vocational Studies. Universitas Negeri Surabaya. Email: ratnasuhartini@unesa.ac.id
Bima Yatna Anugerah Ramadhani (Indonesia, Surabaya) — Lecturer, Department of Management, Faculty of Economics and Business. Universitas Negeri Surabaya. Email: bimaramadhani@unesa.ac.id
© Umi Anugerah Izzati, Ratna Suhartini, Bima Yatna Anugerah Ramadhani, 2026
The author’s declared no conflicts of interest
Received: 14 February 2026 | Approved: 18 May 2026 | Published: 31 August 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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